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首页> 外文期刊>BMC Medical Education >Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students
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Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

机译：在临床推理会议中使用交互式白板向本科医学生教授诊断测试命令和解释

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Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL?+?CM: n?=?40) or clinical mentoring only (CM-only: n?=?40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n?=?233) was compared. Analyses of the IWB/CRL sessions (n?=?40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL?+?CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p? 0.001) and looked for more nonclinical signs directly on raw data tests (p? 0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n?=?23), the number of diagnostic tests ordered did not change in the IWB/CRL?+?CM group (+?7%; p?=?N.S), whereas it increased among CM-only students (+?30%; p? 0.001). Test interpretability increased significantly in the IWB/CRL?+?CM group (from 4.7 to 37.2%; p? 0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p?=?0.36). Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.
机译：对患者的过度测试是临床医学中的一个重要问题，可以通过教育来解决。临床推理学习（CRL）是用于教授测试顺序和解释的潜在相关方法。通过在CRL会议期间使用交互式白板（IWB）来增强学生对诊断测试的看法和行为，可以提高可行性。总体而言，IWB / CRL可以提高他们的技能。入读垂直整合课程的大学三年级医学生被随机分为两组，然后在呼吸系统疾病或呼吸生理学部门进行临床安置：基于IWB的CRL和临床指导（IWB / CRL？+？CM：n？=？ 40）或仅临床指导（仅CM：n = 40）。评估了可行性和学习成果。此外，还比较了通过IWB学生及其同班同学（n ==？233）的问卷反馈。对IWB / CRL会议的分析（n == 40，共27个纸板）显示，它们满足了已验证的学习目标。学生认为IWB有用且易于使用。在IWB / CRL？+？CM会议之后，学生在测试订购文件中提到了更多基于假设的适应症（p？<0.001），并直接在原始数据测试中寻找了更多的非临床体征（p？<0.01）。仅CM组。最后，在参加评估前和评估后的学生中（n？=？23），在IWB / CRL？+？CM组中订购的诊断测试的数量没有变化（+？7％; p？=？NS ），而只有CM的学生有所增加（+？30％; p？<0.001）。在IWB /CRLα+βCM组中，测试的可解释性显着提高（从4.7％增至37.2％; p <0.01），而在仅CM组中则没有显着提高（从2.4％至9.8％; p％= 0.36）。将IWB集成到CRL会议中对于向本科生教授测试顺序和解释是可行的。此外，学生的反馈和前瞻性评估表明，IWB / CRL课程对学生的学习有积极影响。

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