Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum-Reference-Cited by-同舟云学术

Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum

Published:2023-02-16 Issue:2 Volume:10 Page:105-109
ISSN:2194-802X
Container-title:Diagnosis
language:en
Short-container-title:

Author:

Chang Chelsea¹^ORCID,Varghese Nevin¹,Machiorlatti Michael²

Affiliation:

1. Department of Internal Medicine , University of Texas Rio Grande Valley School of Medicine , Edinburg , TX , USA

2. Department of Population Health and Biostatistics , University of Texas Rio Grande Valley School of Medicine , Edinburg , TX , USA

Abstract

Abstract Objectives Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums. Methods We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts: dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator. Results The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills. Conclusions The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.

Publisher

Walter de Gruyter GmbH

Subject

Biochemistry (medical),Clinical Biochemistry,Public Health, Environmental and Occupational Health,Health Policy,Medicine (miscellaneous)

Link

https://www.degruyter.com/document/doi/10.1515/dx-2022-0101/pdf

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