Presentation Description
Gerard Corrigan1
Suzanne Estaphan2
1 School of Rural Medicine, Charles Sturt University
2 School of Medicine and Psychology, Australian National University
Suzanne Estaphan2
1 School of Rural Medicine, Charles Sturt University
2 School of Medicine and Psychology, Australian National University
Background:
To improve students’ clinical reasoning skills we require a process which provides visibility (Audetat, Laurin et al. 2017). Process mapping makes visible how students approach learning (Smith and Corrigan 2018).
To improve students’ clinical reasoning skills we require a process which provides visibility (Audetat, Laurin et al. 2017). Process mapping makes visible how students approach learning (Smith and Corrigan 2018).
Summary of work:
Process mapping was used to determine how students engaged with clinical reasoning over a problem-based learning (PBL) case. Using a proforma, students noted conscious decisions they made and were interviewed individually about these decisions. These data provided the material to construct process maps. These maps were categorised, coded and analysed for any decision-making related to clinical reasoning.
Process mapping was used to determine how students engaged with clinical reasoning over a problem-based learning (PBL) case. Using a proforma, students noted conscious decisions they made and were interviewed individually about these decisions. These data provided the material to construct process maps. These maps were categorised, coded and analysed for any decision-making related to clinical reasoning.
Results:
Of the 135 process maps 71% showed students engaging with clinical reasoning. Students engaged with clinical reasoning in a number of different ways and reflected metacognitively about their approaches to clinical reasoning.
Of the 135 process maps 71% showed students engaging with clinical reasoning. Students engaged with clinical reasoning in a number of different ways and reflected metacognitively about their approaches to clinical reasoning.
Discussion:
Students make decisions about how and why they engage with clinical reasoning. Process mapping captures this decision-making and reveals why students make the decisions they do. This degree of detail might just be the type of feedback required to support students to develop their clinical reasoning capabilities. Process mapping can contribute to a systematic approach to teaching clinical reasoning as urged by Cooper, Bartlett et al. (2021).
Students make decisions about how and why they engage with clinical reasoning. Process mapping captures this decision-making and reveals why students make the decisions they do. This degree of detail might just be the type of feedback required to support students to develop their clinical reasoning capabilities. Process mapping can contribute to a systematic approach to teaching clinical reasoning as urged by Cooper, Bartlett et al. (2021).
Conclusions:
Process mapping captures, in detail, how students approach clinical reasoning and reveals the reasoning of students when they do so. Process mapping is a suitable microanalytical assessment method for examining the detail of students use and understanding of clinical reasoning in the context of PBL.
Process mapping captures, in detail, how students approach clinical reasoning and reveals the reasoning of students when they do so. Process mapping is a suitable microanalytical assessment method for examining the detail of students use and understanding of clinical reasoning in the context of PBL.
Implications for practice and further research:
The acquisition of clinical reasoning may be facilitated using feedback provided by process mapping. If we can assess how students approach clinical reasoning outside of the formal clinical curriculum, we should. Process mapping has the potential to be developed into an authentic assessment tool for assessing clinical reasoning in PBL.
The acquisition of clinical reasoning may be facilitated using feedback provided by process mapping. If we can assess how students approach clinical reasoning outside of the formal clinical curriculum, we should. Process mapping has the potential to be developed into an authentic assessment tool for assessing clinical reasoning in PBL.
References (maximum three)
Audetat, M. C., S. Laurin, V. Dory, B. Charlin and M. R. Nendaz (2017). "Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis." Med Teach: 1-5.
Cooper, N., M. Bartlett, S. Gay, A. Hammond, M. Lillicrap, J. Matthan, M. Singh and U.K.C.R.i.M.E.c.s. group (2021). "Consensus statement on the content of clinical reasoning curricula in undergraduate medical education." Med Teach 43(2): 152-159.
Smith, P. and G. Corrigan (2018). "How learners learn: A new microanalytic assessment method to map decision-making." Med Teach: 1-9.