Tehran University of Medical Sciences

Science Communicator Platform

Stay connected! Follow us on X network (Twitter):
Share this content! On (X network) By
How to Develop Clinical Reasoning in Medical Students and Interns Based on Illness Script Theory: An Experimental Study Publisher



Delavari S1 ; Monajemi A2, 3 ; Baradaran HR1, 4, 5 ; Myint PK5 ; Yaghmaei M6 ; Arabshahi SKS1
Authors
Show Affiliations
Authors Affiliations
  1. 1. Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
  2. 2. Department of Philosophy of Science, Institute for Humanities and Cultural Studies, Tehran, Iran
  3. 3. Medical Humanities Department, Virtual University of Medical Sciences, Tehran, Iran
  4. 4. Endocrine Research Center, Institute of Endocrinology and Metabolism, Iran University of Medical Sciences, Tehran, Iran
  5. 5. Aging Clinical and Experimental Research Team, Institute of Applied Health Sciences, University of Aberdeen, Aberdeen, United Kingdom
  6. 6. Department of Obstetrics and Gynecology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Source: Medical Journal of the Islamic Republic of Iran Published:2020


Abstract

Background: Although theory explains the development of illness script, it does not provide answers how medical students develop scripts in their learning. To fill the knowledge gap of developing illness script in medical students and interns, this study aimed to investigate the impact of educational strategies inspired by theory in the development of illness scripts. Methods: A total of 15 medical students and 12 interns participated in an educational intervention that included theory-driven strategies. To evaluate the impact of this intervention, clinical reasoning problem (CRP) and key features (KF) tests were used for before and after the intervention. In addition to descriptive statistics, the differences in participants' pretest and posttest variables were tested using Wilcoxon. Significance level was set at p≤0.05 for all tests. Results: Interns significantly recognized more KF in the posttest. However, no significant difference was found between the pretest and posttest scores in total diagnostic accuracy (5.41±1.16 vs 4.91±1.44; p=0.111) and total correct discriminating score (0.41±0.66 vs 1.41±2.06; p=0.146). Medical students produced less total key features in the posttest, indicating that they became less elaborate in their case processing. However, no significant difference was observed in common KF score (0.4 [0.25-0.78] vs 0.9 [0.6-1]; p=0.791) and discriminative key features score (0.33 [0.16-0.33] vs 0.22 [0.11-0.44]; p=0.972) in the posttest compared to the pretest. Conclusion: This study showed that theory-driven educational strategies have an impact on illness script development specifically in interns. It is recommended that this intervention would be tested on those in higher levels of expertise (ie, residents). © Iran University of Medical Sciences.
Related Docs
1. The Relationship Between Experiences Level and Clinical Decision-Making Skill in Midwifery Students: A Cross-Sectional Study, Medical Journal of the Islamic Republic of Iran (2022)
2. Development and Psychometrics of Script Concordance Test (Sct) in Midwifery, Medical Journal of the Islamic Republic of Iran (2018)
3. Combination of Different Clinical Reasoning Tests in a National Exam, Journal of Advances in Medical Education and Professionalism (2019)
4. Teaching and Learning Clinical Reasoning Skill in Undergraduate Medical Students: A Scoping Review, PLoS ONE (2024)
Experts (# of related papers)
View all Related Experts
Elaheh Mohammadi (1)
Abbasali Keshtkar (1)