Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice
Background The clinical reasoning of general practitioners is the key to providing quality medical services to patients, but it is not suitable for traditional methods to evaluate this ability because it is an abstract ability that cannot be directly observed. Objective This paper aims to improve th...
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Chinese General Practice Publishing House Co., Ltd
2025-02-01
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| author | ZHAI Jiayi, LU Yuan, SHI Jianjun, YU Dehua |
| author_facet | ZHAI Jiayi, LU Yuan, SHI Jianjun, YU Dehua |
| author_sort | ZHAI Jiayi, LU Yuan, SHI Jianjun, YU Dehua |
| collection | DOAJ |
| description | Background The clinical reasoning of general practitioners is the key to providing quality medical services to patients, but it is not suitable for traditional methods to evaluate this ability because it is an abstract ability that cannot be directly observed. Objective This paper aims to improve the efficiency of general practitioners' clinical reasoning training and enrich the evaluation of medical education by optimizing the evaluation method of curriculum teaching. Methods From September to December 2022, 38 master's degree students of the Medical School of Tongji University were divided into the in-service group (16) and residential training group (22). The course consists of three modules, namely core, case and result, and adopts blended teaching method to carry out teaching. The content of quantitative evaluation is different kinds of rating scale, while the content of subjective evaluation comes from multi-source feedback. Results The final course scores for the core and case modules were statistically significant for both groups (P<0.05), but the first course scores were not (P>0.05). The quantitative evaluation scores of the whole class and the two groups of students in the first and last courses of the above two modules were compared, and there was statistical significance (P<0.001). Subjective evaluation can be divided into positive evaluation and improvement evaluation. The positive evaluation of the courses on consultation skills, physical examination, auxiliary examination, health management, and chronic disease management is relatively low, while the improvement evaluation is relatively high; the positive evaluation of the courses on doctor-patient communication, SOAP, multiple diseases coexirelatively high, while the improvement evaluation is relatively low. Conclusion Programmatic assessment can enrich the evaluation system of general clinical reasoning, promote students' construction of general clinical reasoning in order, and also found that "flipped classroom" is a form of procedural evaluation. |
| format | Article |
| id | doaj-art-d0b2110552f1403abaee77556727ed9b |
| institution | Kabale University |
| issn | 1007-9572 |
| language | zho |
| publishDate | 2025-02-01 |
| publisher | Chinese General Practice Publishing House Co., Ltd |
| record_format | Article |
| series | Zhongguo quanke yixue |
| spelling | doaj-art-d0b2110552f1403abaee77556727ed9b2025-01-21T01:24:40ZzhoChinese General Practice Publishing House Co., LtdZhongguo quanke yixue1007-95722025-02-01280442042610.12114/j.issn.1007-9572.2023.0743Effects of Programmatic Assessment in Clinical Reasoning Courses in General PracticeZHAI Jiayi, LU Yuan, SHI Jianjun, YU Dehua01. Department of General Practice, Yangpu Hospital of Tongji University, Shanghai 200090, China;2. Community Health Service Center of Jiading Town in Jiading District, Shanghai 201899, China;3. Academic Department of General Practice, Tongji University School of Medicine, Shanghai 200090, China;4. Shanghai General Practice and Community Health Development Research Center, Shanghai 200090, ChinaBackground The clinical reasoning of general practitioners is the key to providing quality medical services to patients, but it is not suitable for traditional methods to evaluate this ability because it is an abstract ability that cannot be directly observed. Objective This paper aims to improve the efficiency of general practitioners' clinical reasoning training and enrich the evaluation of medical education by optimizing the evaluation method of curriculum teaching. Methods From September to December 2022, 38 master's degree students of the Medical School of Tongji University were divided into the in-service group (16) and residential training group (22). The course consists of three modules, namely core, case and result, and adopts blended teaching method to carry out teaching. The content of quantitative evaluation is different kinds of rating scale, while the content of subjective evaluation comes from multi-source feedback. Results The final course scores for the core and case modules were statistically significant for both groups (P<0.05), but the first course scores were not (P>0.05). The quantitative evaluation scores of the whole class and the two groups of students in the first and last courses of the above two modules were compared, and there was statistical significance (P<0.001). Subjective evaluation can be divided into positive evaluation and improvement evaluation. The positive evaluation of the courses on consultation skills, physical examination, auxiliary examination, health management, and chronic disease management is relatively low, while the improvement evaluation is relatively high; the positive evaluation of the courses on doctor-patient communication, SOAP, multiple diseases coexirelatively high, while the improvement evaluation is relatively low. Conclusion Programmatic assessment can enrich the evaluation system of general clinical reasoning, promote students' construction of general clinical reasoning in order, and also found that "flipped classroom" is a form of procedural evaluation.https://www.chinagp.net/fileup/1007-9572/PDF/20230743.pdfgeneral practice|teaching|education, graduate|programmatic assessment|clinical reasoning|flipped classroom |
| spellingShingle | ZHAI Jiayi, LU Yuan, SHI Jianjun, YU Dehua Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice Zhongguo quanke yixue general practice|teaching|education, graduate|programmatic assessment|clinical reasoning|flipped classroom |
| title | Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice |
| title_full | Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice |
| title_fullStr | Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice |
| title_full_unstemmed | Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice |
| title_short | Effects of Programmatic Assessment in Clinical Reasoning Courses in General Practice |
| title_sort | effects of programmatic assessment in clinical reasoning courses in general practice |
| topic | general practice|teaching|education, graduate|programmatic assessment|clinical reasoning|flipped classroom |
| url | https://www.chinagp.net/fileup/1007-9572/PDF/20230743.pdf |
| work_keys_str_mv | AT zhaijiayiluyuanshijianjunyudehua effectsofprogrammaticassessmentinclinicalreasoningcoursesingeneralpractice |