Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer

Area of Science:

• Medical Education
• Clinical Reasoning Assessment
• Diagnostic Reasoning

Background:

• Standardized assessment of clinical reasoning in medical learners is needed.
• The Assessment of Reasoning Tool (ART) was developed using expert consensus.
• There is a demand for faculty development in teaching and assessing diagnostic reasoning.

Purpose of the Study:

• To design and evaluate an interactive train-the-trainer workshop for clinical educators.
• To equip educators with skills to assess diagnostic reasoning using the ART.
• To introduce curricula focused on diagnostic reasoning.

Main Methods:

• The workshop utilized Kolb's experiential learning model with interactive techniques.
• Methods included small-group discussions, peer sharing, and case-based practice.
• The workshop was delivered at a national conference and a single institution.

Main Results:

• 34 participants attended the workshops.
• Participants rated the workshop favorably, with high satisfaction.
• Most participants intended to modify their teaching practices.

Conclusions:

• The workshop represents a significant step in workplace-based assessment of diagnostic reasoning.
• It provides a framework for assessing clinical reasoning skills, applicable with or without direct observation.
• The interactive approach was well-received and effective for faculty development.