Development, implementation and evaluation of consultation case-based learning course to improve the interdisciplinary clinical reasoning ability-a pilot study from nephrology

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Опубликовано в::	BMC Medical Education vol. 25 (2025), p. 1
Главный автор:	Kong, Weiwei
Другие авторы:	Huang, Ying, Lu, Yingying, Shen, Xiaoqi, Luo, Chong, Zhang, Biyu, Lin, Yu, Chen, Shaohua, Li, Xiayu, Han, Fei, Chen, Jianghua, Xu, Ying
Опубликовано:	Springer Nature B.V.
Предметы:	Problem solving Teaching Physiology Students Medical education Collaboration Clinical medicine Instructional design Interdisciplinary aspects Questionnaires Formative evaluation Oncology Objectives Feedback Distance learning Cognition & reasoning Knowledge Online instruction Interprofessional education Nephrology Learning Activities Departments Group Discussion Critical Thinking Literature Reviews Competence Educational Resources Creative Thinking Learning Strategies Learning Processes Graduate Medical Education Academic Achievement Measurement Techniques Instructional Materials Course Objectives Online Courses Electronic Learning Outcomes of Education Interdisciplinary Approach Course Content Educational Background Behavioral Objectives
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Краткий обзор:	BackgroundIn modern clinical settings, interdisciplinary clinical reasoning skills and associated education are pivotal and should be encouraged for residency training.MethodsAn interdisciplinary course on clinical reasoning was developed for residents based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. We collected frequently encountered consultation cases as our teaching resources with the methods of scenario case-based learning. Finally, consultation case-based learning (CCBL) method was established. At the end of the course, summative evaluations were carried out to test the overall effects with the Kirkpatrick’s evaluation model.ResultsThe ten-week interdisciplinary course were successfully implemented according to the planned training schedule. 26 residents from different majors were included, and 24 of the residents completed the modules and evaluation. Over 90% participants were satisfied with our course, and over 79.2% participants achieved improved interdisciplinary skills. Furthermore, 80% participants reported behavior changes in professional clinical practice after the completion of the course.ConclusionsThe interdisciplinary course based on consultation scenario case-based learning received positive feedback from most residents.
ISSN:	1472-6920
DOI:	10.1186/s12909-024-06493-w
Источник:	Healthcare Administration Database