Teaching problem-solving and clinical reasoning: 20 years experience with video-supported small-group learning

Area of Science:

• Medical Education
• Clinical Reasoning
• Problem-Based Learning

Background:

• Curriculum reform at the University of Leuven's Faculty of Medicine.
• Introduction of video-supported small-group learning for medical students.

Purpose of the Study:

• To reflect on 20 years of experience with a novel medical education teaching project.
• To evaluate the impact of video-supported small-group learning on clinical problem-solving and reasoning skills.

Main Methods:

• A four-stage video-supported learning process involving case presentation, individual analysis, small-group discussion, and consensus building.
• Utilized video case studies of patient history-taking and physical examinations.
• Incorporated active student participation in formulating problem lists, differential diagnoses, and investigation plans.

Main Results:

• Students developed critical attitudes, fact-finding strategies, and synthesis of medical data.
• Enhanced understanding of clinical reasoning, hypothesis formulation, and diagnostic test selection.
• Positive appraisal from students, teachers, and faculty over two decades.

Conclusions:

• Video-supported small-group learning effectively promotes enjoyable and comprehensive learning for medical students.
• The method fosters critical thinking, diagnostic skills, and collaborative learning in a practical setting.
• Sustained positive outcomes over 20 years highlight the program's educational value.