This scoping review describes the responsibilities of facilitators, especially clinical teachers, in facilitating clinical reasoning and factors affecting the implementation of the strategies. This review was conducted by collecting and identifying original data in peer-reviewed full English journals published between 2004 and 2021. It followed Arksey and O’Malley’s framework and adhered to the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines. The process included formulating review questions, developing a comprehensive search strategy, selecting relevant studies, extracting data, and presenting findings. Initial searches were conducted on PubMed, EBSCO, Scopus, and EMBASE, with a research librarian ensuring the efficiency and comprehensiveness of the search. The search based on the PCC approach (population, concept, context approach) encompassed “clinical reasoning,” “facilitation,” and “clinical teachers.” Out of the initial 2,004 records retrieved from the four databases, a thorough screening process led to the 30 studies included in the review, revealing three primary themes and multiple strategies related to clinical reasoning facilitation in clinical settings. These themes involved the responsibilities of clinical teachers, strategies utilized, and factors influencing clinical reasoning learning in clinical settings. In the clinical settings, clinical teachers have crucial responsibilities in facilitating clinical reasoning learning, including creating a safe environment, demonstrating effective practices, using appropriate strategies, and assessing students’ abilities. While this review has explored the responsibilities of clinical teachers, specific strategies that enhance clinical reasoning abilities need further investigation. Additionally, the impacts of identified factors on strengthening clinical reasoning abilities require more analysis.
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Purpose The spotter’s (objectively structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom’s taxonomy. This study retrospectively analysed the pre-professional spotter’s examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness.
Methods The summative data of student’s score on four different days of unrepeated spotter’s examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter’s.
Results We found heterogenous distribution of spotter’s in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter’s tested the cognitive and comprehension domain of revised bloom’s taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter’s score.
Conclusion We concluded that the construct of spotter’s was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter’s to include higher level of taxonomy to comply with emerging curricular changes.
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Master students’ perception and attitude on methods of anatomy teaching and assessment, Khartoum, Sudan 2014–2020 Rawan Sharaf Eldein Elamein Hassan, Razan Sharaf Eldein Elamein Hassan, Khalid Alamin Awad BMC Medical Education.2025;[Epub] CrossRef
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PURPOSE We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions.
METHODS One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded.
RESULTS Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation.
There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS.
CONCLUSION In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.
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Mapping the learning styles of medical students in Brazil Marcel Fernando Inácio Cardozo, Gilmar Cardozo de Jesus, Maria Helena de Sousa, Amilton Iatecola, Fernanda Latorre Melgaço Maia, Gisele Massarani Alexandre de Carvalho, Vinícius Rodrigues Silva, Daniela Vieira Buchaim, Adriane Gonçalves Moura Cardozo, Ron BMC Medical Education.2024;[Epub] CrossRef
Learning styles of medical students from a university in China Hai-ping Liu, Yue-hui Liu BMC Medical Education.2023;[Epub] CrossRef
Classification of Visual and Non-visual Learners Using Electroencephalographic Alpha and Gamma Activities Soyiba Jawed, Hafeez Ullah Amin, Aamir Saeed Malik, Ibrahima Faye Frontiers in Behavioral Neuroscience.2019;[Epub] CrossRef
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PURPOSE The purpose of this study is to evaluate cognitive changes in medical students before and after introduction of a 'Patient-Doctor-Society' course into the curriculum of a medical school. METHODS: Self-questionnaires that evalutated medical student congnition in the areas of medical humanities and sociology were answered by graduates-to-be who had experienced a new or previously implemented curriculum. The questionnaires included 28 questions using seven Likert scales. Student t-test was used to compare the scores between students who were educated using the new or old curriculum. RESULTS: In 405 medical students, 349 (86%) answered the questionnaires. For nine (32%) questions, students who partook of the new curriculum had higher scores than those in the older curriculum, and in 19 (68%) questions, there was no statistically significant difference. The questions that revealed differences between the groups were related to professionalism, care, personal and social communication, and ethics. CONCLUSION: Introduction of the 'Patient-Doctor-Society' course into the curriculum of a medical school was associated with cognitives change in medical students with regard to medical humanities and sociology.
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Student Learning Outcomes and Program Evaluation in Medical Humanities Education in Korea: A Systematic Review Gyoungmin Park, Tae Yang Yu Korean Medical Education Review.2025; 27(Suppl1): S18. CrossRef
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PURPOSE This study aims to examine the level of recognition and satisfaction of continuing medical education(CME) among primary care physicians.
METHODS A survey was conducted on the physicians in the primary care sector and the response rate was 39.7%(1,192/3,000). Collected responses were processed through SPSS 11.0 statistics program.
RESULTS The survey showed that 91.9% of the respondents completed their CME courses. 48.1% considered CME necessary through inefficient in the way it carried out. 37.0% of those who did not complete their CME requirements replied that they see CME as unnecessary. Regarding overall satisfaction with hosting organizations, academic societies were given 3.50/ 5.00, medical universities and hospitals 3.40/5.00, and medical associations 3.16/5.00.
CONCLUSION The survey shows that the meaning and significance of CME is diminishing gradually. These results could provide with some guidelines on further CME policies including CME regulation amendment, evaluation and accreditation procedure.
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The learning characteristics of primary care physicians Youngjon Kim Korean Journal of Medical Education.2015; 27(3): 213. CrossRef
Executive Strategies for CPD Program Development and Enhancement Sun Kim, Yang-Sik Shin, Jong Hoon Kim Journal of the Korean Medical Association.2008; 51(6): 577. CrossRef
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