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Does experience in general practice influence the clinical thinking of foundation trainees?
Sharon Kibble1, Samantha Scallan2, Sally Wilson3
1Research Fellow in General Practice, The University of Winchester, UK; sharon.kibble@hhft.nhs.uk.
Summary
This study explored changes in foundation trainees' clinical thinking during a general practice attachment. Mind Maps revealed shifts in trainee thought processes, aiding in the identification of learning needs.
Area of Science:
- Medical Education
- Cognitive Science
- General Practice Training
Background:
- Understanding the development of clinical thinking in medical trainees is crucial for effective education.
- Foundation trainees undergo significant learning experiences during clinical attachments.
- General practice attachments offer a unique environment for developing diagnostic and patient management skills.
Purpose of the Study:
- To identify changes in clinical thinking among foundation trainees after a general practice attachment.
- To develop a method for analyzing clinical thinking development in trainees.
- To inform future medical education strategies based on observed learning needs.
Main Methods:
- Utilized Mind Mapping as an innovative tool to capture and visualize trainees' clinical thinking.
- Compared Mind Maps created by foundation year 2 trainees before and after a four-month general practice attachment.
- Analyzed thematic and feature changes within the Mind Maps to identify shifts in cognitive processes.
Main Results:
- Observed significant changes in the themes and key features of Mind Maps post-attachment.
- The study successfully demonstrated a method for analyzing the evolution of clinical thinking.
- Identified specific areas where trainee thinking evolved during the general practice experience.
Conclusions:
- Mind Mapping is an effective tool for assessing changes in clinical thinking during medical training.
- Identifying shifts in trainee cognition can pinpoint learning needs and guide educational interventions.
- General practice attachments demonstrably influence the development of clinical reasoning skills in foundation trainees.
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