Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum
Chelsea Chang1, Nevin Varghese1, Michael Machiorlatti2
1Department of Internal Medicine, University of Texas Rio Grande Valley School of Medicine, Edinburg, TX, USA.
Objectives:
Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums.
Methods:
We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts: dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator.
Results:
The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills.
Conclusions:
The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.
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