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1Department of Pathobiology and Diagnostic Investigation, Michigan State University College of Veterinary Medicine, Lansing, MI 48910, USA. patterson@dcpah.msu.edu
Journal of Veterinary Medical Education
|October 13, 2006
Summary
Veterinary students showed increased self-confidence in clinical reasoning skills, including problem lists and diagnostic test selection, after practicing them weekly. Confidence improved most in selecting appropriate diagnostic tests.
Area of Science:
- Veterinary Education
- Clinical Reasoning Skills
- Medical Pedagogy
Background:
- Assessing student confidence in clinical reasoning is crucial for effective veterinary training.
- Clinical reasoning skills are foundational for veterinary practice.
Purpose of the Study:
- To evaluate the impact of practice on veterinary students' self-confidence in clinical reasoning.
- To determine if confidence in making problem lists, rule-out lists, and selecting diagnostic tests improves.
Main Methods:
- Second-year veterinary students self-assessed confidence in three clinical reasoning skills pre- and post-semester.
- Skills were practiced weekly in small-group case-based learning (CBL) discussions.
- Confidence changes were analyzed alongside faculty competence assessments.
Main Results:
- Significant increases in self-confidence were observed across all three clinical reasoning skills.
- Improved confidence in selecting appropriate diagnostic tests was noted more frequently than in other skills.
- Faculty assessments generally indicated student improvement, though correlation with confidence was inconclusive.
Conclusions:
- Case-based learning (CBL) effectively enhanced veterinary students' self-confidence in clinical reasoning skills.
- While confidence improved, direct correlation with measured competence requires further investigation.
- Curriculum design incorporating skill practice can boost student self-assurance in clinical decision-making.
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