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Tytuł pozycji:

The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners.

Tytuł :
The Assessment of Reasoning Tool (ART): structuring the conversation between teachers and learners.
Autorzy :
Thammasitboon S; Center for Research, Innovation and Scholarship in Medical Education, Texas Children's Hospital, Baylor College of Medicine, 6651 Main St., Houston, TX 770303, USA.
Rencic JJ; Department of Internal Medicine, Tufts University School of Medicine, Boston, MA, USA.
Trowbridge RL; Tufts University School of Medicine, Maine Medical Center, Portland, ME, USA.
Olson APJ; Department of Internal Medicine, University of Minnesota, Minneapolis, MN, USA.
Sur M; Department of Pediatrics, Texas Children's Hospital, Baylor College of Medicine, Houston, TX, USA.
Dhaliwal G; University of California, San Francisco and San Francisco VA Medical Center, San Francisco, CA, USA.
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Źródło :
Diagnosis (Berlin, Germany) [Diagnosis (Berl)] 2018 Nov 27; Vol. 5 (4), pp. 197-203.
Typ publikacji :
Journal Article; Research Support, Non-U.S. Gov't
Język :
English
Imprint Name(s) :
Original Publication: Berlin ; Boston : de Gruyter, [2014]-
MeSH Terms :
Clinical Decision-Making*
Decision Making*
Faculty, Medical*
Students, Medical*
Diagnostic Errors/*prevention & control
Education, Medical/*methods
Educational Measurement/*methods
Clinical Competence ; Cognition ; Diagnosis, Differential ; Feedback ; Humans ; Learning ; Quality of Health Care ; Societies ; Staff Development ; Teaching
Contributed Indexing :
Keywords: clinical reasoning*; cognitive bias*; diagnostic process*; feedback*; instrument validation*
Entry Date(s) :
Date Created: 20181109 Date Completed: 20190325 Latest Revision: 20190325
Update Code :
20201218
DOI :
10.1515/dx-2018-0052
PMID :
30407911
Czasopismo naukowe
Background Excellence in clinical reasoning is one of the most important outcomes of medical education programs, but assessing learners' reasoning to inform corrective feedback is challenging and unstandardized. Methods The Society to Improve Diagnosis in Medicine formed a multi-specialty team of medical educators to develop the Assessment of Reasoning Tool (ART). This paper describes the tool development process. The tool was designed to facilitate clinical teachers' assessment of learners' oral presentation for competence in clinical reasoning and facilitate formative feedback. Reasoning frameworks (e.g. script theory), contemporary practice goals (e.g. high-value care [HVC]) and proposed error reduction strategies (e.g. metacognition) were used to guide the development of the tool. Results The ART is a behaviorally anchored, three-point scale assessing five domains of reasoning: (1) hypothesis-directed data gathering, (2) articulation of a problem representation, (3) formulation of a prioritized differential diagnosis, (4) diagnostic testing aligned with HVC principles and (5) metacognition. Instructional videos were created for faculty development for each domain, guided by principles of multimedia learning. Conclusions The ART is a theory-informed assessment tool that allows teachers to assess clinical reasoning and structure feedback conversations.

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