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Related Experiment Video

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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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A model teaching session for the hypothesis-driven physical examination.

Hiroshi Nishigori¹, Kozo Masuda, Makoto Kikukawa

¹International Research Center for Medical Education, The University of Tokyo, Japan. hiroshi-nishigori@umin.net

Medical Teacher

|March 2, 2011

Summary

This summary is machine-generated.

This study developed a hypothesis-driven physical examination (HDPE) teaching model to improve diagnostic reasoning in medical students. The structured HDPE approach helps students connect physical exam findings to clinical decision-making.

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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Clinical Skills Training
Diagnostic Reasoning

Background:

Physical examination is a core clinical skill for physicians.
Traditional head-to-toe approach may lead to rote learning, hindering diagnostic reasoning.
Students often struggle to interpret abnormal findings in clinical contexts.

Purpose of the Study:

To develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach.
To integrate physical examination practice with diagnostic reasoning.
To create an effective instructional intervention for medical students.

Main Methods:

Action research methodology was employed.
A nine-step HDPE teaching session was iteratively developed and refined.
The model was implemented over 100 sessions with approximately 700 students, incorporating feedback.

Main Results:

A structured, nine-step HDPE teaching session was successfully developed.
The session includes distinct phases: orientation, anticipation, preparation, role play, discussions, answers, demonstration, and reflection.
A comprehensive tutor guide was created to support the intervention.

Conclusions:

A workable instructional intervention for the HDPE approach was established.
The developed model aims to enhance students' ability to apply physical examination findings in diagnostic reasoning.
Faculty are encouraged to adopt this model for teaching physical examination skills.