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The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme.
Med Teach. 2003 Nov; 25(6):626-31.MT

Abstract

This study sought to assess the extent to which the entry characteristics of students in a graduate-entry medical programme predict the subsequent development of clinical reasoning ability. Subjects comprised 290 students voluntarily recruited from three successive cohorts of the University of Queensland's MBBS Programme. Clinical reasoning was measured once a year over a period of three years using two methods, a set of 10 Clinical Reasoning Problems (CRPs) and the Diagnostic Thinking Inventory (DTI). Data on gender, age at entry into the programme, nature of primary degree, scores on selection criteria (written examination plus interview) and academic performance in the first two years of the programme were recorded for each student, and their association with clinical reasoning skill analysed using univariate and multivariate analysis. Univariate analysis indicated significant associations between CRP score, gender and primary degree with a significant but small association between DTI and interview score. Stage of progression through the programme was also an important predictor of performance on both indicators. Subsequent multivariate analysis suggested that female gender is a positive predictor of CRP score independently of the nature of a subject's primary degree and stage of progression through the programme, although these latter two variables are interdependent. Positive predictors of clinical reasoning skill are stage of progression through the MBBS programme, female gender and interview score. Although the nature of a student's primary degree is important in the early years of the programme, evidence suggests that by graduation differences between students' clinical reasoning skill due to this factor have been resolved.

Authors+Show Affiliations

Groves M
Faculty of Biological and Chemical Sciences, University of Queensland, St Lucia, 4072, Australia. m.groves@uq.edu.au
O'rourke P
No affiliation info available
Alexander H
No affiliation info available

MeSH

AdolescentAdultAge FactorsAnalysis of VarianceAttitude of Health PersonnelClinical CompetenceCohort StudiesCurriculumEducation, Medical, UndergraduateEducational StatusFemaleHealth Knowledge, Attitudes, PracticeHumansInterviews as TopicLinear ModelsLogicMalePredictive Value of TestsProblem SolvingProblem-Based LearningQueenslandSchool Admission CriteriaSex FactorsStudents, MedicalSurveys and QuestionnairesTime Factors

Pub Type(s)

Journal Article

Language

eng

PubMed ID

15369911

Citation

Groves, Michele, et al. "The Association Between Student Characteristics and the Development of Clinical Reasoning in a Graduate-entry, PBL Medical Programme." Medical Teacher, vol. 25, no. 6, 2003, pp. 626-31.
Groves M, O'rourke P, Alexander H. The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme. Med Teach. 2003;25(6):626-31.
Groves, M., O'rourke, P., & Alexander, H. (2003). The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme. Medical Teacher, 25(6), 626-31.
Groves M, O'rourke P, Alexander H. The Association Between Student Characteristics and the Development of Clinical Reasoning in a Graduate-entry, PBL Medical Programme. Med Teach. 2003;25(6):626-31. PubMed PMID: 15369911.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme. AU - Groves,Michele, AU - O'rourke,Peter, AU - Alexander,Heather, PY - 2004/9/17/pubmed PY - 2004/10/16/medline PY - 2004/9/17/entrez SP - 626 EP - 31 JF - Medical teacher JO - Med Teach VL - 25 IS - 6 N2 - This study sought to assess the extent to which the entry characteristics of students in a graduate-entry medical programme predict the subsequent development of clinical reasoning ability. Subjects comprised 290 students voluntarily recruited from three successive cohorts of the University of Queensland's MBBS Programme. Clinical reasoning was measured once a year over a period of three years using two methods, a set of 10 Clinical Reasoning Problems (CRPs) and the Diagnostic Thinking Inventory (DTI). Data on gender, age at entry into the programme, nature of primary degree, scores on selection criteria (written examination plus interview) and academic performance in the first two years of the programme were recorded for each student, and their association with clinical reasoning skill analysed using univariate and multivariate analysis. Univariate analysis indicated significant associations between CRP score, gender and primary degree with a significant but small association between DTI and interview score. Stage of progression through the programme was also an important predictor of performance on both indicators. Subsequent multivariate analysis suggested that female gender is a positive predictor of CRP score independently of the nature of a subject's primary degree and stage of progression through the programme, although these latter two variables are interdependent. Positive predictors of clinical reasoning skill are stage of progression through the MBBS programme, female gender and interview score. Although the nature of a student's primary degree is important in the early years of the programme, evidence suggests that by graduation differences between students' clinical reasoning skill due to this factor have been resolved. SN - 0142-159X UR - https://www.unboundmedicine.com/medline/citation/15369911/The_association_between_student_characteristics_and_the_development_of_clinical_reasoning_in_a_graduate_entry_PBL_medical_programme_ DB - PRIME DP - Unbound Medicine ER -