Evaluation of clinical reasoning teaching for third year medical students

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Published Sep 27, 2017
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Vol. 95 No. 1 (2017): Issue Jan 2017

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Ihsen Zairi
Khadija Mzoughi
mohamed ben dhiab
Sonia Soussi
Sondos Kraiem

Abstract

Introduction:Clinical reasoning teaching is an educational method based on learning and contextualized education.The aim of this study was to determine the value of clinical reasoning teaching sessions, from the perspective of third year medical students using a self-administered questionnaire.

Method: Two successive groups of nine students (a total of 18 students) participated in this study.They had anexternship in the cardiology department of HabibThameur hospital during amonth.An anonymous evaluation self-administered questionnaire was submitted to the two groups at the end of the traineeshipperiod.

Results: The average scores given by students for the items “quality of education”, “workload”, “atmosphere”, “interest in teaching sessions”and “acquisition of new clinical knowledge” were greater than 8/10. Exposed health problem to be solved has attracted the interest and the motivation of 16 students and prompted 15 others to do further research.Fourteen students opted for clinical reasoning teaching as the preferred teaching method for optimal memorization.Thirteen students have found a real contribution ofreasoning teaching in the management of relationship with the patient.All students assumed that clinical reasoning meetings session should be more frequently usedduring the internship period.

Conclusion: Clinical reasoning teaching session appears to be widely desired by medical students.

Keywords:

active learning, clinical reasoning, cardiology, student

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