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Exploring a New Simulation Approach to Improve Clinical Reasoning Teaching and Assessment: Randomized Trial Protocol
Thomas Pennaforte1, Ahmed Moussa, Nathalie Loye
1Sainte-Justine Hospital, Department of Neonatology, University of Montreal, Montreal, QC, Canada. thomas@pennaforte.net.
JMIR Research Protocols
|February 19, 2016
Summary
This study introduces Simulation with Iterative Discussions (SID), a novel method to enhance clinical reasoning skills in medical trainees. SID integrates instructor feedback during simulations, potentially improving skill acquisition over traditional methods.
Area of Science:
- Medical Education
- Clinical Reasoning Development
Background:
- Clinical reasoning acquisition is challenging due to complex patient cases.
- Simulation-based education's role in assessing clinical reasoning is under-explored.
- The optimal timing for instructor feedback during simulations remains unclear.
Purpose of the Study:
- To evaluate the effectiveness of Simulation with Iterative Discussions (SID) compared to classical simulation.
- To assess the impact on General Pediatrics and Neonatal-Perinatal Medicine residents' reasoning skills.
Main Methods:
- Prospective exploratory randomized study.
- High-fidelity simulations (30 minutes) with audio-video recording.
- Pre/post-questionnaires and semi-structured interviews.
Main Results:
- Study is in preliminary stages.
- Results are anticipated by April 2016.
Conclusions:
- This is the first study exploring the Simulation with Iterative Discussions (SID) approach.
- SID may offer a more effective method for enhancing clinical reasoning by assessing processes throughout the simulation.
- Findings will benefit medical educators and trainees.
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