Open AccessCase-Based Teaching: Does the Addition of High-Fidelity Simulation Make a Difference in Medical Students’ Clinical Reasoning Skills?
Author(s) -
M. Kathryn Mutter,
James Martindale,
Neeral L. Shah,
Maryellen E. Gusic,
Stephen J. Wolf
Publication year - 2020
Publication title -
medical science educator
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.257
H-Index - 13
ISSN - 2156-8650
DOI - 10.1007/s40670-019-00904-0
Subject(s) - debriefing , session (web analytics) , context (archaeology) , test (biology) , randomized controlled trial , medical education , intervention (counseling) , concordance , psychology , medicine , computer science , nursing , surgery , paleontology , world wide web , biology
Situativity theory posits that learning and the development of clinical reasoning skills are grounded in context. In case-based teaching, this context comes from recreating the clinical environment, through emulation, as with manikins, or description. In this study, we sought to understand the difference in student clinical reasoning abilities after facilitated patient case scenarios with or without a manikin.