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A model teaching session for the hypothesis-driven physical examination.

机译：假设驱动的身体检查的模型教学课程。

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INTRODUCTION: The physical examination is an essential clinical competence for all physicians. Most medical schools have students who learn the physical examination maneuvers using a head-to-toe approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. METHODS: We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. RESULTS: A model nine-step HDPE teaching session was developed, including: (1) orientation, (2) anticipation, (3) preparation, (4) role play, (5) discussion-1, (6) answers, (7) discussion-2, (8) demonstration and (9) reflection. DISCUSSIONS AND CONCLUSIONS: A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty members are invited to teach the physical examination using this model.
机译：简介：体格检查是所有医师必不可少的临床能力。大多数医学院的学生都是使用从头到脚的方法来学习身体检查技巧的。但是，这促进了死记硬背的体格检查方法，以后学生不领会异常发现的含义及其对诊断推理过程的贡献也很常见。该项目的目的是为假设驱动的身体检查（HDPE）方法开发一个模型教学课程，让学生可以在诊断推理的背景下进行身体检查。方法：我们采用行动研究方法来建立此HDPE模型，方法是进行一次教学会议，与700名学生一起实施100多次，进行内部反思和外部评估，并根据需要进行调整。结果：开发了一个模型式九步HDPE教学会议，包括：（1）定位，（2）预期，（3）准备，（4）角色扮演，（5）讨论-1，（6）答案，（7） ）讨论2，（8）演示和（9）反思。讨论与结论：结构化的HDPE教学模型和辅导指南已发展为可行的教学干预措施。邀请教师使用此模型进行身体检查。

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