沿着认知连续发展临床推理:一种混合方法对新型临床诊断评估的评估
Lucinda E Ainge1, Amanda K Edgar2, Jacqueline M Kirkman2
1Deakin Optometry, School of Medicine, Deakin University, 75 Pigdons Road, Waurn Ponds , VIC, 3216, Australia. Lucy.ainge@deakin.edu.au.
BMC medical education
|January 8, 2025
概括
这项研究引入了临床诊断评估,以提高光学学生的临床推理技能. 评估有效地训练了1型和2型推理,增强了诊断思维,并确定了特定的挑战.
科学领域:
- 测光学教育的教育.
- 医学教育 医学教育
- 认知科学是一种认知科学.
背景情况:
- 临床推理至关重要,但在临床前环境中隐含教学具有挑战性.
- 传统的反往往忽略了临床推理的元认知方面.
- 需要对临床推理策略进行明确的培训.
研究的目的:
- 开发和评估临床诊断评估,用于明确训练类型1和类型2的临床推理在光学学生.
- 使用决策理由来促进反思性实践和揭露元认知过程.
- 通过评估操纵来确定特定的临床推理挑战.
主要方法:
- 临床诊断评估由两部分设计,用于明确训练1型和2型推理.
- 眼科诊断思维库存测量了临床推理的变化.
- 与考试和欧安组织进行了定量比较;焦点小组探讨了学生的看法.
主要成果:
- 在评估和欧安组织/考试成绩之间发现了适度但显著的相关性.
- 诊断思维库存分数在评估后显著增加.
- 定性分析揭示了真实任务相关性,技能执行,困难识别和反动机的主题.
结论:
- 评估有效地揭示了潜在的思维,并确定了临床推理上的困难 (例如,语义转换,偏见,不确定性).
- 更好地了解这些困难可以实现有针对性的补救和课程增强.
- 临床诊断评估明显提高了临床推理技能和战略意识.
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