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Author: Rebecca Sue Jensen Publisher: ISBN: Category : Medical logic Languages : en Pages : 344
Book Description
It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students' perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students' perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students' perceptions of clinical reasoning. Students who were older and had previous healthcare experience had higher scores, as well as students in the AS program, indicating larger changes in students' perceptions of clinical reasoning abilities from Baseline to Time 2. Timing of HPS, mid or end of semester, had no effect on Difference scores, and thus students' perceptions of clinical reasoning abilities.
Author: Rebecca Sue Jensen Publisher: ISBN: Category : Medical logic Languages : en Pages : 344
Book Description
It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students' perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students' perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students' perceptions of clinical reasoning. Students who were older and had previous healthcare experience had higher scores, as well as students in the AS program, indicating larger changes in students' perceptions of clinical reasoning abilities from Baseline to Time 2. Timing of HPS, mid or end of semester, had no effect on Difference scores, and thus students' perceptions of clinical reasoning abilities.
Author: Olle ten Cate Publisher: Springer ISBN: 3319648284 Category : Education Languages : en Pages : 208
Book Description
This book is open access under a CC BY 4.0 license. This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management. The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method.
Author: Olle ten Cate Publisher: Springer ISBN: 9783319648279 Category : Education Languages : en Pages : 207
Book Description
This book is open access under a CC BY 4.0 license. This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management. The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method.
Author: Paul M. Rea Publisher: Springer Nature ISBN: 3030242811 Category : Medical Languages : en Pages : 142
Book Description
With the rapid advances of technology, visualisation in the sciences using computers, is a rapidly expanding and evolving area. Visualisation in its broadest sense represents how objects, situations, applications, methodologies and information can be seen and presented. This proposal is to incorporate work in the field of biomedical visualisation and will encompass techniques of using computers to visualise information. This will include photogrammetry, virtual and augmented reality, 3D printing, e-tutorial and website design and digital reconstructions and animations. It will showcase research, innovations and current work in the field of biomedicine, life sciences, veterinary medicine and computing sciences presenting data in an innovative and engaging way to showcase complex data and information in an easier to access format.
Author: Ruby Alumasa Publisher: ISBN: Category : Medicine Languages : en Pages : 100
Book Description
The ability to reason clinically is an essential competency for students training to become clinicians, nurses and pharmacists aiming to provide safe and effective treatment to patients within complex and constantly transforming health care institutions. Medical, nursing and pharmacy educators are charged with the ethical and professional obligation to instruct students in ways that prepare them for the workforce. Educators generate learning opportunities through which students' clinical reasoning abilities are cultivated. Simulation provides learning opportunities through which clinical reasoning abilities are developed and utilized (Kaddoura, 2010). This descriptive qualitative study aimed to explore the ways in which undergraduate health care students from different disciplines utilise clinical reasoning strategies to navigate the virtual patient simulation 'Ready to Practice?' and if there are any marked differences between the groups. A sample of seventeen undergraduate Bachelor of Medicine and Bachelor of Surgery (MBChB), Bachelor of Nursing (BNurs) and Bachelor of Pharmacy (BPharm) students participated in the study. The sample was comprised of fourth year medicine (n=10) and pharmacy students (n=5) and third year nursing (n=2) students. Data was collected through completion of the VPS and semi-structured interviews. Utilising an inductive approach to thematic analysis (Crabtree & Mill, 1999), interview transcription data of the participant's discourse was analysed to establish themes. Four main themes arose from this analysis including 1) the reasoning strategies described by participants: hypothetico-deductive, pattern recognition, inductive and prioritising, 2) the value of education and experience 3) the desire for support and 4) the importance on interdisciplinary learning.
Author: Olle Ten Cate Publisher: ISBN: 9781013268946 Category : Education Languages : en Pages : 206
Book Description
This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management.The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
Author: Debra M. Cole Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
data collected over two cycles of action research included cognitive load and self-efficacy surveys, semi-structured interviews, and a focus group interview. Findings revealed overall cognitive load was not impacted by the PBL intervention, and overall self-efficacy was positively influenced. Students reported that, because of the PBL intervention, they felt more enjoyment and confidence in their: (1) abilities to conduct patient medical visits, (2) clinical reasoning process overall, and (3) overall performance during the SP encounter. Findings and implications for the current course design, the field of PA education, and medical educators are discussed. Recommendations for future research regarding self-efficacy and clinical performance for PA students are provided. Findings from this study highlight the positive influence of the PBL intervention on students perceived self-efficacy and confidence, with implications for medical education, as both are established motivating factors for success in becoming a medical provider.
Author: Ruth Louise Plackett Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Background: Evidence suggests that problems in clinical reasoning skills - the thought processes required to make clinical decisions - are the leading cause of diagnostic errors, which can lead to significant patient harm. Theories of learning and clinical reasoning have indicated online patient simulations (OPS) could be a novel approach to improving medical students' clinical reasoning skills. However, little is known about their impact on clinical reasoning. Methods: I conducted a systematic literature review to explore the effectiveness of OPS. Informed by my review and theory, I co-developed eCREST (electronic Clinical Reasoning Skills Educational Simulation Tool). I assessed the feasibility, acceptability and potential impact of eCREST at three UK medical schools with a feasibility randomised controlled trial (RCT). I explored how students reasoned when using eCREST and what factors influenced reasoning, using a Think Aloud and interview approach with 16 medical students. Results: My systematic review found OPS may be effective at improving medical students' clinical reasoning skills but the few studies available lacked methodological rigour, so these results should be treated with caution. Uptake and retention in the feasibility trial was acceptable and provided evidence to support a definitive RCT. Impact data suggested eCREST may improve clinical reasoning skills - the intervention group were significantly more likely to gather essential information from the 'patient' than controls (OR = 1.4; 95% CI 1.1-1.7, n = 148). Qualitative findings suggested that students use a variety of data gathering strategies and eCREST helped students to structure their data gathering and stay open-minded about diagnosis. Students' knowledge, confidence and engagement with eCREST also influenced these strategies. Conclusions: Tools like eCREST can improve reasoning skills by helping students to gather essential information and potentially reduce future missed diagnostic opportunities. Evaluations of such tools are now needed within medical curricula, using validated outcome measures to determine effectiveness.
Author: Rebecca Sue Jensen
Author: Rebecca Sue Jensen
Author: Olle ten Cate
Author: Olle ten Cate
Author: Paul M. Rea
Author: Ruby Alumasa
Author: Olle Ten Cate
Author: 
Author: Debra M. Cole
Author: 
Author: Ruth Louise Plackett