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Correlating clinical reasoning skills to expert interaction in first year medical students
Author(s) -
Manuel Morganne,
Rae Guenevere
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.787.10
Subject(s) - gross anatomy , medical education , dissection (medical) , autopsy , psychology , medicine , radiology , pathology
The purpose of this study was to examine the relationship between clinical diagnostic reasoning skills and expert clinical interaction. First year medical students interacted with pathologists by examining the cadaver in which they dissected four times during their gross anatomy course. During these interactive sessions, Pathology faculty and residents gave advice to each dissection team as to the degree that discovered lesions had towards their “first patient's” cause of death. After conclusion of the gross anatomy course, the students were assessed for their clinical reasoning skills by using a newly designed method, which required students to complete an autopsy report on the cadaver in which they dissected. The student reports were compared to similar reports prepared by a team of clinical experts. The students’ score on the assessment was correlated to the amount of time (in minutes) that pathology faculty interacted with the students during the gross anatomy course. The results indicate that interactions with a clinical expert increases medical students’ development of clinical reasoning skills within the environment of the gross anatomy laboratory.