Can Preclinical Students Improve Their Clinical Reasoning Skills Only by Taking Case-Based Online Testlets? A Randomized Controlled Study

Autor/inn/en	Kiyak, Yavuz Selim; Budakoglu, Isil Irem; Bakan Kalaycioglu, Dilara; Kula, Serdar; Coskun, Özlem
Titel	Can Preclinical Students Improve Their Clinical Reasoning Skills Only by Taking Case-Based Online Testlets? A Randomized Controlled Study
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 3, S.325-334 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiyak, Yavuz Selim) ORCID (Budakoglu, Isil Irem) ORCID (Bakan Kalaycioglu, Dilara) ORCID (Kula, Serdar) ORCID (Coskun, Özlem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2041458
Schlagwörter	Premedical Students; Thinking Skills; Skill Development; Clinical Experience; Case Method (Teaching Technique); Computer Assisted Testing; Foreign Countries; Intervention; Physiology; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Case method; Fallmethode; Ausland; Physiologie; Türkei
Abstract	The prominent method to teach clinical reasoning in preclinical years is case-based discussions. It necessitates hours of sessions. A randomised-controlled study has been conducted to determine whether preclinical students can develop illness scripts only by taking online formative testlets. A pre-test-post-test randomised-controlled design has been utilised. The intervention group (N = 20) answered general surgery questions for 18 days, while the control group (N = 19) received questions regarding urinary tract infections. These testlets were comprised of ContExtended Questions, which is a web-based tool to teach clinical reasoning. The performance was assessed by using Key-Feature Questions. While post-test scores were significantly higher than pre-test scores in the intervention group (p < 0.001), there was no statistically significant difference between the pre-test and post-test scores in the control group (p = 0.30). Taking formative case-based multiple-choice testlets without any additional teaching could assist preclinical students to learn clinical reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01