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首页> 美国卫生研究院文献>Perspectives on Medical Education >Students’ educational needs for clinical reasoning in first clerkships
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Students’ educational needs for clinical reasoning in first clerkships

机译：学生在第一副书记中对临床推理的教育需求

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Developing clinical reasoning skills early in medical education is important. However, research to uncover students’ educational needs for learning clinical reasoning during clerkships is limited. The aim of our study was to investigate these needs. Focus group discussions with an independent moderator were conducted. Students were included directly after 10 weeks of clerkships. The (verbatim) transcripts were coded manually and discussed by the authors until consensus was reached. Saturation was reached after three focus groups, including 18 students in total. Statistical analysis indicated our sample matched the approached group of 61 students. After a consistency and redundancy check in ATLAS.ti, 79 codes could be identified. These could be grouped into seven key themes: (1) transition to the clinical phase, (2) teaching methods, (3) learning climate, (4) students’ motivation, (5) teacher, (6) patient and (7) strategies in clinical reasoning. Students can adequately describe their needs; of the seven key themes relevant to clinical reasoning five are in line with literature. The remaining two (patient factors and the need for strategy for clinical reasoning) have not been identified before.
机译：在医学教育中早期开发临床推理技能很重要。但是，开展研究以发现学生在文职期间学习临床推理的教育需求是有限的。我们研究的目的是调查这些需求。与独立主持人进行了焦点小组讨论。入职10周后直接将学生包括在内。 （普通）抄本由人工编码并由作者讨论，直到达成共识。在三个焦点小组（包括18名学生）之后达到了饱和。统计分析表明，我们的样本与接近的61名学生相匹配。在ATLAS.ti中进行一致性和冗余检查后，可以识别79个代码。这些可以分为七个关键主题：（1）过渡到临床阶段；（2）教学方法；（3）学习氛围；（4）学生的动机；（5）老师；（6）患者和（7）临床推理策略。学生可以充分描述他们的需求；与临床推理有关的七个关键主题中的五个主题与文献一致。其余两个（患者因素和临床推理策略的需求）之前尚未确定。

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