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首页> 外文期刊>Teaching and learning in medicine >Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach
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Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach

机译：使用改进的贝叶斯方法发展早期医学生临床推理技能的教师发展

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Problem: Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. Intervention: We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students. We interviewed them before and after the module regarding their perceptions on teaching clinical reasoning. We solicited feedback from the students about the effectiveness of the method in developing their clinical reasoning skills. Context: We carried out this project during an institutional curriculum rebuild where clinical reasoning was a defined goal. At the time of the intervention, there was also increased involvement of the Teaching and Learning Center in elevating the status of teaching and learning. Outcome: There was high overall satisfaction with the faculty development program. Both the faculty and the students described the modified Bayesian approach as effective in fostering the development of clinical reasoning skills. Lessons Learned: Through this work, we learned how to form a beneficial partnership between a clinician educator and Teaching and Learning Center to promote faculty development on a clinical reasoning teaching method for early medical students. We uncovered challenges faced by both faculty and early learners in this study. We observed that our faculty chose to utilize the method of teaching clinical reasoning in a variety of manners in the classroom. Despite obstacles and differing approaches utilized, we believe that this model can be emulated at other institutions to foster the development of clinical reasoning skills in preclerkship students.
机译：问题：临床推理是医学生在学习过程中获得的一项必要技能，并且有证据表明，他们可以在本科阶段开始这一过程。但是，在特定领域内是专家的医师教育者可能难以将复杂的思维过程传达给学生。提供教师发展以使教育者具备教授临床推理的工具，可以支持早期医学生的技能发展。干预：我们为临床医生提供了通过改进的贝叶斯方法进行临床推理教学的教师发展计划，这些临床医生为2年级医学生举办了基于案例的小型研讨会。我们在模块前后采访了他们，以了解他们对教授临床推理的看法。我们从学生那里获得了有关该方法在培养其临床推理能力方面的有效性的反馈。上下文：我们是在以临床推理为既定目标的机构课程重建过程中执行此项目的。在进行干预时，教与学中心也越来越多地参与提高教与学的状况。结果：教师发展计划的总体满意度很高。教师和学生都将改进的贝叶斯方法描述为在培养临床推理技能方面有效的方法。经验教训：通过这项工作，我们学习了如何在临床医生和教学中心之间建立有益的伙伴关系，以促进针对早期医学生的临床推理教学方法的教师发展。在这项研究中，我们发现了教师和早期学习者都面临的挑战。我们观察到，我们的教师选择在课堂上以各种方式利用教授临床推理的方法。尽管存在障碍和采用了不同的方法，但我们认为可以在其他机构中模仿此模型，以促进从事预科课程学生的临床推理能力的发展。

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