Research Article
BibTex RIS Cite

Year 2025, , 6 - 12, 28.04.2025

Giray Kolcu , Sebahat Ulusan , Mukadder İnci Başer Kolcu

https://doi.org/10.62425/jmefm.1645166

Abstract

References

  • Croskerry P. A Universal Model of Diagnostic Reasoning. Acad Med. 2009;84(8):1022–1028.
  • Norman GR. Research in Clinical Reasoning: Past History and Current Trends. Med Educ. 2005;39(1):418–427.
  • Bukhari GMJ, Pienaar AJ, Victor G, Khan S, Saleem J. Exploring clinical reasoning development perspectives among final year medical students. Educ Médica. 2024;25(6).
  • Lluch AM, Lluch C, Arregui M, Jiménez E, Giner L. Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study. Dent J. 2021;9(5):57.
  • Gregersen AG, Brynhildsen S, Grøndahl VA, Leonardsen ACL. Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway. Nurs Res Pract. 2021;2021(870394):1–9.
  • Tseng JF. Learning Theories and Principles in Surgical Education and Technical Learning. J Surg Oncol. 2020;122(1):11–14.
  • Johnson AJ, Smith SM. Respiratory Clinical Guidelines Inform Ward-Based Nurses’ Clinical Skills and Knowledge Required for Evidence-Based Care. Breathe. 2016;12(3):257–266.
  • Delnoij LEC, Dirkx K, Janssen J, Martens R. Predicting and Resolving Non-Completion in Higher (Online) Education – A Literature Review. Educ Res Rev. 2020;29(100313):1–17.
  • Kalet A, Chou CL, Ellaway R. To Fail Is Human: Remediating Remediation in Medical Education. Perspect Med Educ. 2017;2017(6):418–424.
  • Cleland J, Leggett H, Sandars J, Costa MJ, Patel RP, Moffat M. The Remediation Challenge: Theoretical and Methodological Insights From a Systematic Review. Med Educ. 2013;47(3):242–251.
  • JR F, NE A, HH H. Quantitative research methodologies. How to Design Evaluation of Residents Education. 6th ed. New York: McGraw-Hill.; 2013. 264–301 p.
  • LR S, DL P. Application of Kern’s six-step approach to curriculum development by global health residents. Educ Heal Chang Learn Pr. 2015;28(2):138–141.
  • DE K, PA T, MT H. Curriculum Development for Medical Education: A Six-Step Approach. 2009.
  • Kolcu G, Alanoğlu EG. Development and evaluation of the hemovigilance training program. Asian J Transfus Sci [Internet]. 2022;2022(12):1–5. Available from: https://journals.lww.com/ajts/fulltext/9000/development_and_evaluation_of_the_hemovigilance.99873.aspx
  • Çakmakkaya ÖS. Formal Evidence-Based Medicine Instruction in Turkish Undergraduate Medical Education: An Initial Evaluation. BMC Med Educ. 2021;21(437):1–10.
  • Halalau A, Holmes B, Rogers-Snyr A, Donisan T, Nielsen E, Cerqueira TL, et al. Evidence-Based Medicine Curricula and Barriers for Physicians in Training: A Scoping Review. Int J Med Educ. 2021;28(12):101–124.
  • Naughton CA. Patient-Centered Communication. Pharmacy. 2018;6(18):1–8.
  • Lavanya S, Kalpana L, Veena R, Bharath Kumar V. Role-play as an educational tool in medication communication skills: Students’ perspectives. Indian J Pharmacol. 2016;48(7):S33–36.
  • D L K. Evaluating Training Program—The Four Levels. 1st ed. San Francisco, CA: Berret-Koehler Publishers, Inc.; 1994.
  • Elizondo-Omaña RE, Morales-Gómez JA, Morquecho-Espinoza O, Hinojosa-Amaya JM, Villarreal-Silva EE, Garcia-Rodriguez M de los A, et al. Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses. Anat Sci Educ. 2010;3(5):267–271.
  • Haring CM, Cools BM, Gurp PJ van, Meer JWM van der, Postma CT. Observable Phenomena That Reveal Medical Students’ Clinical Reasoning Ability During Expert Assessment of Their History Taking: A Qualitative Study. BMC Med Educ. 2017;29(17):147.
  • Meng X, Zhang M, Ma W, Cheng X, Yang X. A Clinical Medicine Level Test at Jinan University School of Medicine Reveals the Importance of Training Medical Students in Clinical History-Taking. PeerJ. 2023;27(11):1–14.
  • Lin Y, Haspel RL. Transfusion Medicine Education for Non‐transfusion Medicine Physicians: A Structured Review. Vox Sang. 2017;112(2):97–104.
  • Charlin B, Lubarsky S, Millette B, Crevier F, Audétat MC, Charbonneau A, et al. Clinical Reasoning Processes: Unravelling Complexity Through Graphical Representation. Med Educ. 2012;2012(46):454–463.
  • Lim KY. A Proposal for the Future of Medical Education Accreditation in Korea. J Educ Eval Health Prof. 2020;17(132):1–5.
  • Guerrasio J, Aagaard E. Methods and Outcomes for the Remediation of Clinical Reasoning. J Gen Intern Med. 2014;29(12):1607–1614.
  • Adam W, Shanu G, Roshini PP, Jennifer J, Joel A, Danielle R, et al. Diagnosing and Remediating Clinical Reasoning Difficulties: A Faculty Development Workshop. MedEdPORTAL [Internet]. 2025 Apr 28;13(1):106. Available from: https://doi.org/10.15766/mep_2374-8265.10650
  • Scott I. Errors in Clinical Reasoning: Causes and Remedial Strategies. BMJ. 2009;8(339):1–5.
  • Audétat MC, Laurin S, Dory V, Charlin B, Nendaz M. Diagnosis and Management of Clinical Reasoning Difficulties: Part II. Clinical Reasoning Difficulties: Management and Remediation Strategies. Med Teach. 2017;39(8):797–801.
  • Yan S, Huang Q, Huang J, Wang Y, Li X, Wang Y, et al. Clinical Research Capability Enhanced for Medical Undergraduates: An Innovative Simulation-Based Clinical Research Curriculum Development. BMC Med Educ. 2022;22(543):1–11.
  • Parsons AS, Dreicer JJ, Martindale JR, Young G, Warburton KM. A Targeted Clinical Reasoning Remediation Program for Residents and Fellows in Need. J Grad Med Educ. 2024 Aug;16(4):469–474.
  • Kennedy G, Jacobs N, Freemark L, Madan S, Chan N, Tran Y, et al. Remediation Programs for Regulated Health Care Professionals: A Scoping Review. J Contin Educ Health Prof. 2022 Jan;42(1):36–46.
  • Boileau E, Audétat MC, St-Onge C. Just-in-Time Faculty Development: A Mobile Application Helps Clinical Teachers Verify and Describe Clinical Reasoning Difficulties. BMC Med Educ. 2019;19(1):120.
  • Saxena V, O’Sullivan P, Teherani A, Irby DM, Hauer KE. Remediation Techniques for Student Performance Problems After a Comprehensive Clinical Skills Assessment. Acad Med. 2009;84(5):669–676.
  • LaRochelle J, Dong T, Durning SJ. Pre-Clerkship Clinical Skills and Clinical Reasoning Course Performance: Explaining the Variance in Clerkship Performance: Pre-Clerkship Predictors of Clerkship Variance. Perspect Med Educ. 2016;5(4):215–221.
  • Mai DH, Newton H, Farrell P, Mullan PC, Kapoor R. Implementation of a Clinical Leadership Curriculum for Pediatric Residents. J Med Educ Curric Dev. 2022;9(1):1–6.
  • Kirk L, Mitchell I. The Impact of The COVID‐19 Pandemic on Medical Education. Med J Aust. 2020;213(7):334.

Development of Clinical Reasoning and History-Taking Remediation Training

Year 2025, , 6 - 12, 28.04.2025

Giray Kolcu , Sebahat Ulusan , Mukadder İnci Başer Kolcu

https://doi.org/10.62425/jmefm.1645166

Abstract

Objective: Clinical reasoning and history skills are essential for health care professionals. The design of "remediation" training to compensate for "learning gaps", which may occur for various reasons in educational programs, is recommended. This study aimed to develop remediation training within the scope of a model for clinical reasoning and history-taking skills.
Methods: This study was designed as program development research. In this study, the researchers followed Kern's six-step training approach. The objectives were determined in accordance with the general requirements. The application was developed via a flipped classroom. Pre- and posttests were performed for assessment. For satisfaction, the participants were asked to rate the training on 5 points.
Results: A total of 46 students volunteered to participate in this study (n = 46). The pretest mean score was 73.47±15.23, and the posttest mean score was 88.69±9.79. The pre- and posttest results were significantly different (P < .05). The mean preself-efficacy score was 5.87 ±1.71, and the mean score was 7.89 ±1.16. Pre- and postself-efficacy scores were statistically significant (P < .05). The mean satisfaction score of the participants was calculated as 4.57±0.58.
Conclusion: In this study, remediation training was developed for medical education programs. In accordance with the literature, remediation training has been shown to contribute similarly to learning. Educational programs should be enriched with more comprehensive studies to be developed in line with these findings.

Keywords

medical education remediation training clinical reasoning skill taking history skill

Ethical Statement

This study received approval from the Ethical Committee/Board of Süleyman Demirel University (No: 53/12 Date: 10.11.2021).

Thanks

We thank Süleyman Demirel University for supporting our research. The university's facilities and resources have made significant progress in this work. We are grateful to our faculty members, research assistants, and technical staff for their assistance. We believe that our research makes a significant contribution to the field of medical education.

References

  • Croskerry P. A Universal Model of Diagnostic Reasoning. Acad Med. 2009;84(8):1022–1028.
  • Norman GR. Research in Clinical Reasoning: Past History and Current Trends. Med Educ. 2005;39(1):418–427.
  • Bukhari GMJ, Pienaar AJ, Victor G, Khan S, Saleem J. Exploring clinical reasoning development perspectives among final year medical students. Educ Médica. 2024;25(6).
  • Lluch AM, Lluch C, Arregui M, Jiménez E, Giner L. Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study. Dent J. 2021;9(5):57.
  • Gregersen AG, Brynhildsen S, Grøndahl VA, Leonardsen ACL. Students’ Perspectives on Learning Practical Nursing Skills: A Focus Group Study in Norway. Nurs Res Pract. 2021;2021(870394):1–9.
  • Tseng JF. Learning Theories and Principles in Surgical Education and Technical Learning. J Surg Oncol. 2020;122(1):11–14.
  • Johnson AJ, Smith SM. Respiratory Clinical Guidelines Inform Ward-Based Nurses’ Clinical Skills and Knowledge Required for Evidence-Based Care. Breathe. 2016;12(3):257–266.
  • Delnoij LEC, Dirkx K, Janssen J, Martens R. Predicting and Resolving Non-Completion in Higher (Online) Education – A Literature Review. Educ Res Rev. 2020;29(100313):1–17.
  • Kalet A, Chou CL, Ellaway R. To Fail Is Human: Remediating Remediation in Medical Education. Perspect Med Educ. 2017;2017(6):418–424.
  • Cleland J, Leggett H, Sandars J, Costa MJ, Patel RP, Moffat M. The Remediation Challenge: Theoretical and Methodological Insights From a Systematic Review. Med Educ. 2013;47(3):242–251.
  • JR F, NE A, HH H. Quantitative research methodologies. How to Design Evaluation of Residents Education. 6th ed. New York: McGraw-Hill.; 2013. 264–301 p.
  • LR S, DL P. Application of Kern’s six-step approach to curriculum development by global health residents. Educ Heal Chang Learn Pr. 2015;28(2):138–141.
  • DE K, PA T, MT H. Curriculum Development for Medical Education: A Six-Step Approach. 2009.
  • Kolcu G, Alanoğlu EG. Development and evaluation of the hemovigilance training program. Asian J Transfus Sci [Internet]. 2022;2022(12):1–5. Available from: https://journals.lww.com/ajts/fulltext/9000/development_and_evaluation_of_the_hemovigilance.99873.aspx
  • Çakmakkaya ÖS. Formal Evidence-Based Medicine Instruction in Turkish Undergraduate Medical Education: An Initial Evaluation. BMC Med Educ. 2021;21(437):1–10.
  • Halalau A, Holmes B, Rogers-Snyr A, Donisan T, Nielsen E, Cerqueira TL, et al. Evidence-Based Medicine Curricula and Barriers for Physicians in Training: A Scoping Review. Int J Med Educ. 2021;28(12):101–124.
  • Naughton CA. Patient-Centered Communication. Pharmacy. 2018;6(18):1–8.
  • Lavanya S, Kalpana L, Veena R, Bharath Kumar V. Role-play as an educational tool in medication communication skills: Students’ perspectives. Indian J Pharmacol. 2016;48(7):S33–36.
  • D L K. Evaluating Training Program—The Four Levels. 1st ed. San Francisco, CA: Berret-Koehler Publishers, Inc.; 1994.
  • Elizondo-Omaña RE, Morales-Gómez JA, Morquecho-Espinoza O, Hinojosa-Amaya JM, Villarreal-Silva EE, Garcia-Rodriguez M de los A, et al. Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses. Anat Sci Educ. 2010;3(5):267–271.
  • Haring CM, Cools BM, Gurp PJ van, Meer JWM van der, Postma CT. Observable Phenomena That Reveal Medical Students’ Clinical Reasoning Ability During Expert Assessment of Their History Taking: A Qualitative Study. BMC Med Educ. 2017;29(17):147.
  • Meng X, Zhang M, Ma W, Cheng X, Yang X. A Clinical Medicine Level Test at Jinan University School of Medicine Reveals the Importance of Training Medical Students in Clinical History-Taking. PeerJ. 2023;27(11):1–14.
  • Lin Y, Haspel RL. Transfusion Medicine Education for Non‐transfusion Medicine Physicians: A Structured Review. Vox Sang. 2017;112(2):97–104.
  • Charlin B, Lubarsky S, Millette B, Crevier F, Audétat MC, Charbonneau A, et al. Clinical Reasoning Processes: Unravelling Complexity Through Graphical Representation. Med Educ. 2012;2012(46):454–463.
  • Lim KY. A Proposal for the Future of Medical Education Accreditation in Korea. J Educ Eval Health Prof. 2020;17(132):1–5.
  • Guerrasio J, Aagaard E. Methods and Outcomes for the Remediation of Clinical Reasoning. J Gen Intern Med. 2014;29(12):1607–1614.
  • Adam W, Shanu G, Roshini PP, Jennifer J, Joel A, Danielle R, et al. Diagnosing and Remediating Clinical Reasoning Difficulties: A Faculty Development Workshop. MedEdPORTAL [Internet]. 2025 Apr 28;13(1):106. Available from: https://doi.org/10.15766/mep_2374-8265.10650
  • Scott I. Errors in Clinical Reasoning: Causes and Remedial Strategies. BMJ. 2009;8(339):1–5.
  • Audétat MC, Laurin S, Dory V, Charlin B, Nendaz M. Diagnosis and Management of Clinical Reasoning Difficulties: Part II. Clinical Reasoning Difficulties: Management and Remediation Strategies. Med Teach. 2017;39(8):797–801.
  • Yan S, Huang Q, Huang J, Wang Y, Li X, Wang Y, et al. Clinical Research Capability Enhanced for Medical Undergraduates: An Innovative Simulation-Based Clinical Research Curriculum Development. BMC Med Educ. 2022;22(543):1–11.
  • Parsons AS, Dreicer JJ, Martindale JR, Young G, Warburton KM. A Targeted Clinical Reasoning Remediation Program for Residents and Fellows in Need. J Grad Med Educ. 2024 Aug;16(4):469–474.
  • Kennedy G, Jacobs N, Freemark L, Madan S, Chan N, Tran Y, et al. Remediation Programs for Regulated Health Care Professionals: A Scoping Review. J Contin Educ Health Prof. 2022 Jan;42(1):36–46.
  • Boileau E, Audétat MC, St-Onge C. Just-in-Time Faculty Development: A Mobile Application Helps Clinical Teachers Verify and Describe Clinical Reasoning Difficulties. BMC Med Educ. 2019;19(1):120.
  • Saxena V, O’Sullivan P, Teherani A, Irby DM, Hauer KE. Remediation Techniques for Student Performance Problems After a Comprehensive Clinical Skills Assessment. Acad Med. 2009;84(5):669–676.
  • LaRochelle J, Dong T, Durning SJ. Pre-Clerkship Clinical Skills and Clinical Reasoning Course Performance: Explaining the Variance in Clerkship Performance: Pre-Clerkship Predictors of Clerkship Variance. Perspect Med Educ. 2016;5(4):215–221.
  • Mai DH, Newton H, Farrell P, Mullan PC, Kapoor R. Implementation of a Clinical Leadership Curriculum for Pediatric Residents. J Med Educ Curric Dev. 2022;9(1):1–6.
  • Kirk L, Mitchell I. The Impact of The COVID‐19 Pandemic on Medical Education. Med J Aust. 2020;213(7):334.
There are 37 citations in total.

Details

Primary Language English
Subjects Medical Education
Journal Section Research Article
Authors

Giray Kolcu 0000-0001-8406-5941

Sebahat Ulusan 0000-0002-4964-6246

Mukadder İnci Başer Kolcu 0000-0002-2996-7632

Publication Date April 28, 2025
Submission Date February 22, 2025
Acceptance Date April 9, 2025
Published in Issue Year 2025

Cite

Vancouver Kolcu G, Ulusan S, Başer Kolcu Mİ. Development of Clinical Reasoning and History-Taking Remediation Training. J Med Educ Family Med. 2025;2(1):6-12.

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License

30617