Exploring clinical reasoning in novices: a self-regulated learning microanalytic assessment approach
Objectives The primary objectives of this study were to examine the regulatory processes of medical students as they completed a diagnostic reasoning task and to examine whether the strategic quality of these regulatory processes were related to short‐term and longer‐term medical education outcomes....
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| Veröffentlicht in: | Medical education 2014-03, Vol.48 (3), p.280-291 |
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| creator | Artino Jr, Anthony R Cleary, Timothy J Dong, Ting Hemmer, Paul A Durning, Steven J |
| description | Objectives
The primary objectives of this study were to examine the regulatory processes of medical students as they completed a diagnostic reasoning task and to examine whether the strategic quality of these regulatory processes were related to short‐term and longer‐term medical education outcomes.
Methods
A self‐regulated learning (SRL) microanalytic assessment was administered to 71 second‐year medical students while they read a clinical case and worked to formulate the most probable diagnosis. Verbal responses to open‐ended questions targeting forethought and performance phase processes of a cyclical model of SRL were recorded verbatim and subsequently coded using a framework from prior research. Descriptive statistics and hierarchical linear regression models were used to examine the relationships between the SRL processes and several outcomes.
Results
Most participants (90%) reported focusing on specific diagnostic reasoning strategies during the task (metacognitive monitoring), but only about one‐third of students referenced these strategies (e.g. identifying symptoms, integration) in relation to their task goals and plans for completing the task. After accounting for prior undergraduate achievement and verbal reasoning ability, strategic planning explained significant additional variance in course grade (ΔR2 = 0.15, p |
| doi_str_mv | 10.1111/medu.12303 |
| format | Article |
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The primary objectives of this study were to examine the regulatory processes of medical students as they completed a diagnostic reasoning task and to examine whether the strategic quality of these regulatory processes were related to short‐term and longer‐term medical education outcomes.
Methods
A self‐regulated learning (SRL) microanalytic assessment was administered to 71 second‐year medical students while they read a clinical case and worked to formulate the most probable diagnosis. Verbal responses to open‐ended questions targeting forethought and performance phase processes of a cyclical model of SRL were recorded verbatim and subsequently coded using a framework from prior research. Descriptive statistics and hierarchical linear regression models were used to examine the relationships between the SRL processes and several outcomes.
Results
Most participants (90%) reported focusing on specific diagnostic reasoning strategies during the task (metacognitive monitoring), but only about one‐third of students referenced these strategies (e.g. identifying symptoms, integration) in relation to their task goals and plans for completing the task. After accounting for prior undergraduate achievement and verbal reasoning ability, strategic planning explained significant additional variance in course grade (ΔR2 = 0.15, p < 0.01), second‐year grade point average (ΔR2 = 0.14, p < 0.01), United States Medical Licensing Examination Step 1 score (ΔR2 = 0.08, p < 0.05) and National Board of Medical Examiner subject examination score in internal medicine (ΔR2 = 0.10, p < 0.05).
Conclusions
These findings suggest that most students in the formative stages of learning diagnostic reasoning skills are aware of and think about at least one key diagnostic reasoning process or strategy while solving a clinical case, but a substantially smaller percentage set goals or develop plans that incorporate such strategies. Given that students who developed more strategic plans achieved better outcomes, the potential importance of forethought regulatory processes is underscored.
Discuss ideas arising from the article at ‘discuss’</description><identifier>ISSN: 0308-0110</identifier><identifier>EISSN: 1365-2923</identifier><identifier>DOI: 10.1111/medu.12303</identifier><identifier>PMID: 24528463</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Adult ; Clinical Competence - statistics & numerical data ; Clinical Reasoning ; Diagnosis ; Education, Medical, Undergraduate ; Female ; Goals ; Health Knowledge, Attitudes, Practice ; Humans ; Learning ; Male ; Regression Analysis ; Self-Assessment ; Social Control, Informal ; Students, Medical - psychology ; Thinking - physiology</subject><ispartof>Medical education, 2014-03, Vol.48 (3), p.280-291</ispartof><rights>Published 2014. This article is a U.S. Government work and is in the public domain in the USA. Medical Education published by John Wiley & Sons Ltd.</rights><rights>Copyright © 2014 John Wiley & Sons Ltd</rights><rights>Published 2014. This article is a U.S. Government work and is in the public domain in the USA. Medical Education published by John Wiley & Sons Ltd. 2014</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5523-c029b75ae9597c0f5e6aaf6231e48eeade3ad13836c3e7ddd2ac4a0949dcc17c3</citedby><cites>FETCH-LOGICAL-c5523-c029b75ae9597c0f5e6aaf6231e48eeade3ad13836c3e7ddd2ac4a0949dcc17c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fmedu.12303$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fmedu.12303$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>230,314,776,780,881,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24528463$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Artino Jr, Anthony R</creatorcontrib><creatorcontrib>Cleary, Timothy J</creatorcontrib><creatorcontrib>Dong, Ting</creatorcontrib><creatorcontrib>Hemmer, Paul A</creatorcontrib><creatorcontrib>Durning, Steven J</creatorcontrib><title>Exploring clinical reasoning in novices: a self-regulated learning microanalytic assessment approach</title><title>Medical education</title><addtitle>Med Educ</addtitle><description>Objectives
The primary objectives of this study were to examine the regulatory processes of medical students as they completed a diagnostic reasoning task and to examine whether the strategic quality of these regulatory processes were related to short‐term and longer‐term medical education outcomes.
Methods
A self‐regulated learning (SRL) microanalytic assessment was administered to 71 second‐year medical students while they read a clinical case and worked to formulate the most probable diagnosis. Verbal responses to open‐ended questions targeting forethought and performance phase processes of a cyclical model of SRL were recorded verbatim and subsequently coded using a framework from prior research. Descriptive statistics and hierarchical linear regression models were used to examine the relationships between the SRL processes and several outcomes.
Results
Most participants (90%) reported focusing on specific diagnostic reasoning strategies during the task (metacognitive monitoring), but only about one‐third of students referenced these strategies (e.g. identifying symptoms, integration) in relation to their task goals and plans for completing the task. After accounting for prior undergraduate achievement and verbal reasoning ability, strategic planning explained significant additional variance in course grade (ΔR2 = 0.15, p < 0.01), second‐year grade point average (ΔR2 = 0.14, p < 0.01), United States Medical Licensing Examination Step 1 score (ΔR2 = 0.08, p < 0.05) and National Board of Medical Examiner subject examination score in internal medicine (ΔR2 = 0.10, p < 0.05).
Conclusions
These findings suggest that most students in the formative stages of learning diagnostic reasoning skills are aware of and think about at least one key diagnostic reasoning process or strategy while solving a clinical case, but a substantially smaller percentage set goals or develop plans that incorporate such strategies. Given that students who developed more strategic plans achieved better outcomes, the potential importance of forethought regulatory processes is underscored.
Discuss ideas arising from the article at ‘discuss’</description><subject>Adult</subject><subject>Clinical Competence - statistics & numerical data</subject><subject>Clinical Reasoning</subject><subject>Diagnosis</subject><subject>Education, Medical, Undergraduate</subject><subject>Female</subject><subject>Goals</subject><subject>Health Knowledge, Attitudes, Practice</subject><subject>Humans</subject><subject>Learning</subject><subject>Male</subject><subject>Regression Analysis</subject><subject>Self-Assessment</subject><subject>Social Control, Informal</subject><subject>Students, Medical - psychology</subject><subject>Thinking - physiology</subject><issn>0308-0110</issn><issn>1365-2923</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>EIF</sourceid><recordid>eNp9kUtv1DAUhS1ERYfChh-AIrFBSGn9zINFJVSGUmkK4lHBzrp1bqYujhPspHT-PZ6ZdgQs8OZKvt89OjqHkGeMHrL0jjpspkPGBRUPyIyJQuW85uIhmVFBq5wyRvfJ4xivKaWlktUjss-l4pUsxIw089vB9cH6ZWac9daAywJC7P36y_rM9zfWYHydQRbRtXnA5eRgxCZzCGFDddaEHjy41WhNBjFijB36MYNhSAtz9YTsteAiPr2bB-Ti3fzryft88fH07OTNIjdKcZEbyuvLUgHWqi4NbRUWAG3BBUNZIUKDAhomKlEYgWXTNByMBFrLujGGlUYckOOt7jBdplBM8hDA6SHYDsJK92D13xtvr_Syv9GSCyW5TAIv7wRC_3PCOOrORoPOgcd-iprJumaKSUoT-uIf9LqfQgphQ1VCsrpcC77aUimhGAO2OzOM6nV5el2e3pSX4Od_2t-h920lgG2BX9bh6j9S-nz-9uJeNN_e2Dji7e4Gwg9dlKJU-tuHU10tPn1XXz4XuhK_ATY8ttI</recordid><startdate>201403</startdate><enddate>201403</enddate><creator>Artino Jr, Anthony R</creator><creator>Cleary, Timothy J</creator><creator>Dong, Ting</creator><creator>Hemmer, Paul A</creator><creator>Durning, Steven J</creator><general>Blackwell Publishing Ltd</general><general>Wiley Subscription Services, Inc</general><general>BlackWell Publishing Ltd</general><scope>BSCLL</scope><scope>24P</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>201403</creationdate><title>Exploring clinical reasoning in novices: a self-regulated learning microanalytic assessment approach</title><author>Artino Jr, Anthony R ; Cleary, Timothy J ; Dong, Ting ; Hemmer, Paul A ; Durning, Steven J</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5523-c029b75ae9597c0f5e6aaf6231e48eeade3ad13836c3e7ddd2ac4a0949dcc17c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Adult</topic><topic>Clinical Competence - statistics & numerical data</topic><topic>Clinical Reasoning</topic><topic>Diagnosis</topic><topic>Education, Medical, Undergraduate</topic><topic>Female</topic><topic>Goals</topic><topic>Health Knowledge, Attitudes, Practice</topic><topic>Humans</topic><topic>Learning</topic><topic>Male</topic><topic>Regression Analysis</topic><topic>Self-Assessment</topic><topic>Social Control, Informal</topic><topic>Students, Medical - psychology</topic><topic>Thinking - physiology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Artino Jr, Anthony R</creatorcontrib><creatorcontrib>Cleary, Timothy J</creatorcontrib><creatorcontrib>Dong, Ting</creatorcontrib><creatorcontrib>Hemmer, Paul A</creatorcontrib><creatorcontrib>Durning, Steven J</creatorcontrib><collection>Istex</collection><collection>Wiley Online Library Open Access</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Artino Jr, Anthony R</au><au>Cleary, Timothy J</au><au>Dong, Ting</au><au>Hemmer, Paul A</au><au>Durning, Steven J</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Exploring clinical reasoning in novices: a self-regulated learning microanalytic assessment approach</atitle><jtitle>Medical education</jtitle><addtitle>Med Educ</addtitle><date>2014-03</date><risdate>2014</risdate><volume>48</volume><issue>3</issue><spage>280</spage><epage>291</epage><pages>280-291</pages><issn>0308-0110</issn><eissn>1365-2923</eissn><abstract>Objectives
The primary objectives of this study were to examine the regulatory processes of medical students as they completed a diagnostic reasoning task and to examine whether the strategic quality of these regulatory processes were related to short‐term and longer‐term medical education outcomes.
Methods
A self‐regulated learning (SRL) microanalytic assessment was administered to 71 second‐year medical students while they read a clinical case and worked to formulate the most probable diagnosis. Verbal responses to open‐ended questions targeting forethought and performance phase processes of a cyclical model of SRL were recorded verbatim and subsequently coded using a framework from prior research. Descriptive statistics and hierarchical linear regression models were used to examine the relationships between the SRL processes and several outcomes.
Results
Most participants (90%) reported focusing on specific diagnostic reasoning strategies during the task (metacognitive monitoring), but only about one‐third of students referenced these strategies (e.g. identifying symptoms, integration) in relation to their task goals and plans for completing the task. After accounting for prior undergraduate achievement and verbal reasoning ability, strategic planning explained significant additional variance in course grade (ΔR2 = 0.15, p < 0.01), second‐year grade point average (ΔR2 = 0.14, p < 0.01), United States Medical Licensing Examination Step 1 score (ΔR2 = 0.08, p < 0.05) and National Board of Medical Examiner subject examination score in internal medicine (ΔR2 = 0.10, p < 0.05).
Conclusions
These findings suggest that most students in the formative stages of learning diagnostic reasoning skills are aware of and think about at least one key diagnostic reasoning process or strategy while solving a clinical case, but a substantially smaller percentage set goals or develop plans that incorporate such strategies. Given that students who developed more strategic plans achieved better outcomes, the potential importance of forethought regulatory processes is underscored.
Discuss ideas arising from the article at ‘discuss’</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>24528463</pmid><doi>10.1111/medu.12303</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
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| source | Education Source (EBSCOhost); MEDLINE; Wiley Online Library Journals Frontfile Complete |
| subjects | Adult Clinical Competence - statistics & numerical data Clinical Reasoning Diagnosis Education, Medical, Undergraduate Female Goals Health Knowledge, Attitudes, Practice Humans Learning Male Regression Analysis Self-Assessment Social Control, Informal Students, Medical - psychology Thinking - physiology |
| title | Exploring clinical reasoning in novices: a self-regulated learning microanalytic assessment approach |
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