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Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report

机译：结合双峰演示方案和嗡嗡声分组可改善晨间报告的临床推理和学习能力

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摘要

Morning reports offer opportunities for intensive work-based learning. In this controlled study, we measured learning processes and outcomes with the report of paediatric emergency room patients. Twelve specialists and 12 residents were randomised into four groups and discussed the same two paediatric cases. The groups differed in their presentation modality (verbal only vs. verbal vertical bar text) and the use of buzz groups (with vs. without). The verbal interactions were analysed for clinical reasoning processes. Perceptions of learning and judgment of learning were reported in a questionnaire. Diagnostic accuracy was assessed by a 20-item multiple-choice test. Combined bimodal presentation and buzz groups increased the odds ratio of clinical reasoning to occur in the discussion of cases by a factor of 1.90 (p = 0.013), indicating superior reasoning for buzz groups working with bimodal materials. For specialists, a positive effect of bimodal presentation was found on perceptions of learning (p < 0.05), and for residents, a positive effect of buzz groups was found on judgment of learning (p < 0.005). A positive effect of bimodal presentation on diagnostic accuracy was noted in the specialists (p < 0.05). Combined bimodal presentation and buzz group discussion of emergency cases improves clinicians' clinical reasoning and learning.
机译：晨报为基于工作的强化学习提供了机会。在这项对照研究中，我们根据儿科急诊室患者的报告测量了学习过程和结果。 12位专家和12位居民被随机分为四组，并讨论了相同的两个儿科病例。这些小组的表达方式（仅语言对口语和垂直竖条文字）和嗡嗡声小组的使用（有或没有）有所不同。分析了语言互动的临床推理过程。在调查表中报告了学习知觉和学习判断。通过20项多项选择测试评估诊断准确性。结合双峰表现和嗡嗡声组，在病例讨论中发生临床推理的几率提高了1.90（p = 0.013），这表明使用双峰材料的嗡嗡声组的推理能力更高。对于专家而言，双峰呈现对学习知觉有积极作用（p <0.05），对于居民而言，嗡嗡声群对学习判断有积极作用（p <0.005）。专家们指出双峰表现对诊断准确性有积极作用（p <0.05）。紧急情况的双峰演示和嗡嗡声分组讨论相结合，改善了临床医生的临床推理和学习能力。

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