Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer

Introduction There is a need for a standardized approach to understand and assess clinical reasoning in medical learners. The Assessment of Reasoning Tool was developed based on prevalent theories and frameworks using a multidisciplinary expert panel. As the tool provides a standardized rubric for a...

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Autores principales:	Adam Cohen, Moushumi Sur, Martin Weisse, Kathryn Moffett, Jeffrey Lancaster, Renee Saggio, Geeta Singhal, Satid Thammasitboon
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Learner Assessment Feedback Clinical Reasoning Diagnostic Reasoning Faculty Development Competency-Based Medical Education Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/11f508cb94034caf8c7d0f800cf40a95
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spelling	oai:doaj.org-article:11f508cb94034caf8c7d0f800cf40a952021-11-19T14:10:06ZTeaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer10.15766/mep_2374-8265.109382374-8265https://doaj.org/article/11f508cb94034caf8c7d0f800cf40a952020-08-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10938https://doaj.org/toc/2374-8265Introduction There is a need for a standardized approach to understand and assess clinical reasoning in medical learners. The Assessment of Reasoning Tool was developed based on prevalent theories and frameworks using a multidisciplinary expert panel. As the tool provides a standardized rubric for assessing clinical reasoning, we designed an interactive train-the-trainer workshop for clinical educators and education leaders interested in improving their teaching skills and/or introducing curricula surrounding diagnostic reasoning. Methods In this workshop, participants were exposed to the major domains of diagnostic reasoning and how to apply it to the assessment of a learner's skills. Kolb's experiential learning was the underlying model, which we showcased by using multiple interactive techniques, including small-group discussion, peer sharing, and case practice. We presented the workshop at a national conference of pediatric educators and as a faculty development workshop at a single institution. Participants were asked to complete a survey after the workshop to gauge their reactions and look for areas of improvement. Results A total of 34 participants attended the two workshops. Participants rated the workshop favorably, with most planning to make a change to their practice. Comments were largely positive, emphasizing the benefits of the interactive approach. Discussion The workshop and teaching materials represent an important early step in the workplace-based assessment of diagnostic reasoning in medical learners. Grounded in the clinical reasoning literature, the workshop offers one approach to assessing these skills in learners with or without direct observation of clinical skills.Adam CohenMoushumi SurMartin WeisseKathryn MoffettJeffrey LancasterRenee SaggioGeeta SinghalSatid ThammasitboonAssociation of American Medical CollegesarticleLearner AssessmentFeedbackClinical ReasoningDiagnostic ReasoningFaculty DevelopmentCompetency-Based Medical EducationMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learner Assessment Feedback Clinical Reasoning Diagnostic Reasoning Faculty Development Competency-Based Medical Education Medicine (General) R5-920 Education L
spellingShingle	Learner Assessment Feedback Clinical Reasoning Diagnostic Reasoning Faculty Development Competency-Based Medical Education Medicine (General) R5-920 Education L Adam Cohen Moushumi Sur Martin Weisse Kathryn Moffett Jeffrey Lancaster Renee Saggio Geeta Singhal Satid Thammasitboon Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer
description	Introduction There is a need for a standardized approach to understand and assess clinical reasoning in medical learners. The Assessment of Reasoning Tool was developed based on prevalent theories and frameworks using a multidisciplinary expert panel. As the tool provides a standardized rubric for assessing clinical reasoning, we designed an interactive train-the-trainer workshop for clinical educators and education leaders interested in improving their teaching skills and/or introducing curricula surrounding diagnostic reasoning. Methods In this workshop, participants were exposed to the major domains of diagnostic reasoning and how to apply it to the assessment of a learner's skills. Kolb's experiential learning was the underlying model, which we showcased by using multiple interactive techniques, including small-group discussion, peer sharing, and case practice. We presented the workshop at a national conference of pediatric educators and as a faculty development workshop at a single institution. Participants were asked to complete a survey after the workshop to gauge their reactions and look for areas of improvement. Results A total of 34 participants attended the two workshops. Participants rated the workshop favorably, with most planning to make a change to their practice. Comments were largely positive, emphasizing the benefits of the interactive approach. Discussion The workshop and teaching materials represent an important early step in the workplace-based assessment of diagnostic reasoning in medical learners. Grounded in the clinical reasoning literature, the workshop offers one approach to assessing these skills in learners with or without direct observation of clinical skills.
format	article
author	Adam Cohen Moushumi Sur Martin Weisse Kathryn Moffett Jeffrey Lancaster Renee Saggio Geeta Singhal Satid Thammasitboon
author_facet	Adam Cohen Moushumi Sur Martin Weisse Kathryn Moffett Jeffrey Lancaster Renee Saggio Geeta Singhal Satid Thammasitboon
author_sort	Adam Cohen
title	Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer
title_short	Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer
title_full	Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer
title_fullStr	Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer
title_full_unstemmed	Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer
title_sort	teaching diagnostic reasoning to faculty using an assessment for learning tool: training the trainer
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/11f508cb94034caf8c7d0f800cf40a95
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Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer

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