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Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course / Ana, Sergio Da Silva

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

Swansea University Author: Ana, Sergio Da Silva

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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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-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).
Item Description: This is a report for HEA.
Keywords: clinical reasoning, medical education, higher education research
College: Swansea University Medical School
Issue: 1
Start Page: 96
End Page: 107