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Documentation of students' clinical reasoning using a computer simulation.

W Schwartz1

  • 1University of Pennsylvania School of Medicine, Philadelphia.

American Journal of Diseases of Children (1960)
|May 1, 1989
PubMed
Summary
This summary is machine-generated.

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Computer simulations offer valuable clinical experience and document student reasoning. This cost-effective method identified performance discrepancies, with 16% of students scoring below average despite faculty praise.

Area of Science:

  • Medical Education
  • Health Professions Education
  • Computer-Based Learning

Background:

  • Clinical reasoning is a core competency in medical education.
  • Traditional assessment methods may not fully capture a student's problem-solving abilities.
  • Computer simulations offer a standardized approach to clinical training.

Purpose of the Study:

  • To evaluate the utility of computer simulations in documenting and assessing student clinical reasoning.
  • To compare simulation-based performance with faculty evaluations.
  • To determine the cost-effectiveness of simulation tools.

Main Methods:

  • Utilized the Comprehensive Assessment of Medical Problem Solving (CAMPS) simulation with 111 students.
  • Students interacted with ~500 patient data items (history, exam, labs, treatments).

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  • Performance data was analyzed for individual and class-wide comparisons.

    • Main Results:

    • The simulation effectively documented varied levels of student performance in clinical inquiry.
    • A significant finding was that 16% of students rated highly by faculty performed below the class average on simulations.
    • The cost of the simulation was less than $1 per student.

    Conclusions:

    • Computer simulations provide a powerful tool for documenting student clinical reasoning and performance.
    • Simulation data can reveal discrepancies between perceived and actual problem-solving skills.
    • This method offers a cost-effective approach to enhance medical education assessment.