The assessment of student reasoning in the context of a clinically oriented PBL program

Anderson, K., Peterson, Raymond F., Tonkin, A. and Cleary, E. (2008) The assessment of student reasoning in the context of a clinically oriented PBL program. Medical Teacher, 30 8: 787-794. doi:10.1080/01421590802043819


Author Anderson, K.
Peterson, Raymond F.
Tonkin, A.
Cleary, E.
Title The assessment of student reasoning in the context of a clinically oriented PBL program
Journal name Medical Teacher   Check publisher's open access policy
ISSN 0412-159X
Publication date 2008-01-01
Year available 2008
Sub-type Article (original research)
DOI 10.1080/01421590802043819
Open Access Status DOI
Volume 30
Issue 8
Start page 787
End page 794
Total pages 8
Editor Harden, R.M.
Place of publication United Kingdom
Publisher Informa Healthcare
Language eng
Subject C1
130209 Medicine, Nursing and Health Curriculum and Pedagogy
930201 Pedagogy
Abstract Background: Doctors' clinical reasoning ability significantly impacts upon their level of clinical competence. Throughout medical training students are given the opportunity to develop their reasoning ability in order to become appropriately clinically competent by graduation. Aim: To develop an instrument to assess students' reasoning ability on a written case-based question which was aligned to their learning in a PBL program. Method: An instrument with 10 criteria centred upon hypothesis generation, learning issues and mechanistic explanations was developed. Experienced clinical and medical educators validated the instrument, prior to its use with 145 undergraduate first-year medical students. Results: The results enabled the establishment of the strengths and weaknesses in the reasoning performances of individuals, as well as the overall cohort. The instrument's Cronbach alpha coefficient was 0.94, and it had high inter-rater and intra-rater reliability. Further validation of the instrument's performance was established through qualitative evidence derived from student interviews and tutor reports for this cohort. Conclusions: Aligning written assessment to the PBL process enables students and teachers to better understand how the reasoning process is developing for individuals and a cohort, and provides a basis for further investigation into the development of student clinical reasoning.
Keyword Allied Health
Medical Education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Medicine Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 8 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 10 times in Scopus Article | Citations
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Created: Tue, 24 Mar 2009, 04:14:19 EST by Helen Spindler on behalf of School of Medicine