“A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students
Case-based diagnostic reasoning conferences, like morning reports, allow undergraduate medical trainees to practice diagnostic reasoning alongside senior clinicians. However, trainees have reported discomfort doing so. Peer-assisted learning offers an alternative approach. We describe the design, im...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Medical Education Online |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2024.2414559 |
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| author | John C. Penner María J. Alemán Andrea Anampa-Guzmán Aaron L. Berkowitz Saman Nematollahi |
| author_facet | John C. Penner María J. Alemán Andrea Anampa-Guzmán Aaron L. Berkowitz Saman Nematollahi |
| author_sort | John C. Penner |
| collection | DOAJ |
| description | Case-based diagnostic reasoning conferences, like morning reports, allow undergraduate medical trainees to practice diagnostic reasoning alongside senior clinicians. However, trainees have reported discomfort doing so. Peer-assisted learning offers an alternative approach. We describe the design, implementation, and evaluation of a virtual, student-only diagnostic reasoning conference that leverages peer-assisted learning. Student virtual morning report’s (VMR) design was informed by social and cognitive congruence and experience-based learning. We evaluated participant experiences using a survey focused on participant perceptions of Student VMR’s value, their methods for participation, and their preferences for Student VMR compared with VMR with more senior clinicians. 110 participants (28.9%) completed the survey. 90 participants (81.2%) reported that Student VMR was educational. Compared to VMR, participants reported being more likely to participate in Student VMR by turning on their video (50.0%), presenting a case (43.6%), verbally participating (44.5%), or participating in the chat (70.0%). Strengths included a safe learning environment to practice DR and the opportunity to engage with an international learning community. When asked whether they preferred Student VMR or non-Student VMR, most respondents (64.5%, 71/110) identified that they did not have a preference between the two. A student-focused DR conference may offer a valuable complement to, but not a replacement of, apprenticeship-based DR case conferences. |
| format | Article |
| id | doaj-art-c190be248f8548638d8fb7f622e08526 |
| institution | Kabale University |
| issn | 1087-2981 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj-art-c190be248f8548638d8fb7f622e085262024-11-29T14:20:59ZengTaylor & Francis GroupMedical Education Online1087-29812024-12-0129110.1080/10872981.2024.2414559“A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for studentsJohn C. Penner0María J. Alemán1Andrea Anampa-Guzmán2Aaron L. Berkowitz3Saman Nematollahi4Department of Medicine, University of California San Francisco, San Francisco, CA, USASchool of Medicine, Universidad Francisco Marroquin, Guatemala City, GuatemalaSan Fernando Medical School Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, PeruDepartment of Neurology, University of California, San Francisco, San Francisco, CA, USADivision of Infectious Disease, College of Medicine, University of Arizona, Tucson, AZ, USACase-based diagnostic reasoning conferences, like morning reports, allow undergraduate medical trainees to practice diagnostic reasoning alongside senior clinicians. However, trainees have reported discomfort doing so. Peer-assisted learning offers an alternative approach. We describe the design, implementation, and evaluation of a virtual, student-only diagnostic reasoning conference that leverages peer-assisted learning. Student virtual morning report’s (VMR) design was informed by social and cognitive congruence and experience-based learning. We evaluated participant experiences using a survey focused on participant perceptions of Student VMR’s value, their methods for participation, and their preferences for Student VMR compared with VMR with more senior clinicians. 110 participants (28.9%) completed the survey. 90 participants (81.2%) reported that Student VMR was educational. Compared to VMR, participants reported being more likely to participate in Student VMR by turning on their video (50.0%), presenting a case (43.6%), verbally participating (44.5%), or participating in the chat (70.0%). Strengths included a safe learning environment to practice DR and the opportunity to engage with an international learning community. When asked whether they preferred Student VMR or non-Student VMR, most respondents (64.5%, 71/110) identified that they did not have a preference between the two. A student-focused DR conference may offer a valuable complement to, but not a replacement of, apprenticeship-based DR case conferences.https://www.tandfonline.com/doi/10.1080/10872981.2024.2414559Clinical reasoningcase conferencesmorning reportclinical reasoning instructionclinical teaching |
| spellingShingle | John C. Penner María J. Alemán Andrea Anampa-Guzmán Aaron L. Berkowitz Saman Nematollahi “A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students Medical Education Online Clinical reasoning case conferences morning report clinical reasoning instruction clinical teaching |
| title | “A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students |
| title_full | “A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students |
| title_fullStr | “A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students |
| title_full_unstemmed | “A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students |
| title_short | “A safe, non-judgmental space where I can really challenge myself:” learner experiences in a virtual, case-based diagnostic reasoning conference for students |
| title_sort | a safe non judgmental space where i can really challenge myself learner experiences in a virtual case based diagnostic reasoning conference for students |
| topic | Clinical reasoning case conferences morning report clinical reasoning instruction clinical teaching |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2024.2414559 |
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