Fourth-year medical students’ perceptions of modified case-based learning and simulation in the development of clinical reasoning

Domaine:

education

Type de record:

paper

Créateur:

M.MA ZI C

Éditeur:

Sou

Hôte:

Background. Modified case-based learning (mCBL) sessions are learning events based on clinical case scenarios aimed at developing clinical reasoning (CR). mCBL is a preclinical module in the medical programme at the University of the Witwatersrand. Voluntary simulation sessions provide another platform for students to practise and develop their CR skills. Objective. To explore students’ perceptions of mCBL and simulation in developing CR, with a view to incorporating simulation into the curriculum. Methods. Five focus group discussions were conducted with 23 fourth-year medical (MBBCh) students to explore their perceptions of CR development. Audio recordings of the focus group discussions were transcribed and thematically analysed using Braun and Clarke’s six-step approach. Results. The focus group discussions were conducted over a two-month period with 23 fourth-year MBBCh students who had completed at least one simulation session. The discussions focused on participants’ perceptions of CR, the roles of mCBL and simulation in developing CR, and the extent to which the CR developed in mCBL formed the basis for its application in simulation. Conclusion. Although participants felt that the mCBL sessions improved their CR, they did not perceive these skills as being used in simulation. The simulation session attended by participants was not perceived as developing, enhancing or reinforcing CR skills, but was described as a valuable platform for applying and integrating various skills. This study underscores the need for additional simulation sessions in the curriculum to facilitate deliberate practice and repeated exposure, enabling students to gain the multiple benefits this strategy offers.

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