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General practice trainees' learning experiences of formative think-aloud script concordance testing.

Rajan Patel1

  • 1Academic Clinic Fellow, Nuffield Department of Primary Care Health Sciences, University of Oxford Medical Sciences Division, Radcliffe Primary Care Building, Radcliffe Observatory Quarter, Oxford, United Kingdom.

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|April 5, 2022
PubMed
Summary
This summary is machine-generated.

Formative script concordance testing (SCT) with a think-aloud approach helps general practitioner trainees develop complex clinical decision-making skills. This method enhances self-evaluation and professional identity, supporting their development.

Keywords:
General practiceclinical uncertaintydecision-makingscript concordance testthink-aloud

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Area of Science:

  • Medical Education
  • General Practice
  • Clinical Reasoning

Background:

  • General practitioners (GPs) require strong decision-making skills for complex and uncertain clinical situations.
  • Structured educational approaches to enhance these skills in GP trainees are underexplored.
  • Script concordance testing (SCT) is a written assessment format for clinical reasoning.

Purpose of the Study:

  • To evaluate the educational utility of formative think-aloud script concordance testing (SCT) for GP trainees.
  • To explore how this method influences the development of complex decision-making skills.
  • To understand trainees' learning experiences with this assessment format.

Main Methods:

  • A qualitative exploration of learning experiences among 1st-year GP trainees in Oxford, UK.
  • Trainees completed a formative think-aloud SCT, justifying responses with clinical rationales.
  • Individual semi-structured interviews were conducted and analyzed using reflexive thematic analysis.

Main Results:

  • Thirty-seven codes were identified, organized into six sub-themes and three overarching themes.
  • Key themes included developing complex decision-making skills, self-evaluation and awareness, and promoting professional identity.
  • Guided reflection on performance, facilitated by the think-aloud approach, was central to skill development.

Conclusions:

  • Think-aloud SCT offers a structured learning activity for GP trainees.
  • It aids in developing complex clinical decision-making and reasoning abilities through guided reflection.
  • This approach can complement professional development for GP trainees.