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Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course

Danny McLaughlin, Richard Tunstall, Paul Garrud, Ana L. Da Silva, Ana Sergio Da Silva Orcid Logo

Teaching for Integrative Learning Innovations in University Practice, Volume: 4, Issue: 1, Pages: 96 - 107

Swansea University Author: Ana Sergio Da Silva Orcid Logo

Abstract

The project took place within the School of Graduate Entry Medicine and Health between November 2008 and February 2010. The students involved were a cohort of ninety-one Graduate Entry Medicine (GEM) students who spent eighteen months in the School studying a curriculum that is centred on problem-ba...

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Published in: Teaching for Integrative Learning Innovations in University Practice
Published: Nottingham, UK HEA: Centre for Integrative Learning 2010
Online Access: http://www.heacademy.ac.uk/resources/detail/employability/EEL_repository_CILCSV4_CETL_Case_Studies_Vol4
URI: https://cronfa.swan.ac.uk/Record/cronfa15153
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spelling 2014-01-30T14:28:59.9966744 v2 15153 2013-06-28 Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course de3fd9cf472af81153330806963ac7a9 0000-0001-7262-0215 Ana Sergio Da Silva Ana Sergio Da Silva true false 2013-06-28 PMSC The project took place within the School of Graduate Entry Medicine and Health between November 2008 and February 2010. The students involved were a cohort of ninety-one Graduate Entry Medicine (GEM) students who spent eighteen months in the School studying a curriculum that is centred on problem-based learning (PBL) cases. The project involved the development of novel ‘clinical reasoning’ assessment items that could be used to assess students’ abilities in this area. The aims of the project were: To develop reliable, well validated assessment items that test students’ attainment of clinical reasoning abilities. To strengthen student engagement with the PBL curriculum by signposting the importance of a number of cognitive skills and attributes that the course team believes are fostered by the PBL approach. To improve students’ clinical reasoning abilities in preparation for the next phase of their medical degree, ‘Introduction to Clinical Practice’ (CP1). In the longer term, to share these assessment items and the underlying templates and rationale for them with the five year medicine programme and with colleagues in cognate vocational programmes (e.g. nursing, midwifery, pharmacy, veterinary medicine, physiotherapy). Book chapter Teaching for Integrative Learning Innovations in University Practice 4 1 96 107 HEA: Centre for Integrative Learning Nottingham, UK clinical reasoning, medical education, higher education research 31 5 2010 2010-05-31 http://www.heacademy.ac.uk/resources/detail/employability/EEL_repository_CILCSV4_CETL_Case_Studies_Vol4 This is a report for HEA. COLLEGE NANME Medicine COLLEGE CODE PMSC Swansea University 2014-01-30T14:28:59.9966744 2013-06-28T14:16:06.6887151 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Danny McLaughlin 1 Richard Tunstall 2 Paul Garrud 3 Ana L. Da Silva 4 Ana Sergio Da Silva 0000-0001-7262-0215 5
title Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
spellingShingle Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
Ana Sergio Da Silva
title_short Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
title_full Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
title_fullStr Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
title_full_unstemmed Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
title_sort Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course
author_id_str_mv de3fd9cf472af81153330806963ac7a9
author_id_fullname_str_mv de3fd9cf472af81153330806963ac7a9_***_Ana Sergio Da Silva
author Ana Sergio Da Silva
author2 Danny McLaughlin
Richard Tunstall
Paul Garrud
Ana L. Da Silva
Ana Sergio Da Silva
format Book chapter
container_title Teaching for Integrative Learning Innovations in University Practice
container_volume 4
container_issue 1
container_start_page 96
publishDate 2010
institution Swansea University
publisher HEA: Centre for Integrative Learning
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
url http://www.heacademy.ac.uk/resources/detail/employability/EEL_repository_CILCSV4_CETL_Case_Studies_Vol4
document_store_str 0
active_str 0
description The project took place within the School of Graduate Entry Medicine and Health between November 2008 and February 2010. The students involved were a cohort of ninety-one Graduate Entry Medicine (GEM) students who spent eighteen months in the School studying a curriculum that is centred on problem-based learning (PBL) cases. The project involved the development of novel ‘clinical reasoning’ assessment items that could be used to assess students’ abilities in this area. The aims of the project were: To develop reliable, well validated assessment items that test students’ attainment of clinical reasoning abilities. To strengthen student engagement with the PBL curriculum by signposting the importance of a number of cognitive skills and attributes that the course team believes are fostered by the PBL approach. To improve students’ clinical reasoning abilities in preparation for the next phase of their medical degree, ‘Introduction to Clinical Practice’ (CP1). In the longer term, to share these assessment items and the underlying templates and rationale for them with the five year medicine programme and with colleagues in cognate vocational programmes (e.g. nursing, midwifery, pharmacy, veterinary medicine, physiotherapy).
published_date 2010-05-31T03:17:16Z
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score 11.013148

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