Council on Medical Student Education in Pediatrics

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COMSEP Meeting in Ottawa, ON

Poster Presentation:


An Electronic Tool for Assessing Students Clinical Reasoning Skills on an Inpatient Pediatric Unit.

Authors:
Chanda Bradshaw,New York University School of Medicine,New York,NY,Linda Tewksbury,New York University School of Medicine,New York,NY,Colleen Gillespie,New York University School of Medicine,New York,NY,Vikashini Savadamuthu,New York University School of Medicine,New York,NY,Cynthia Osman,New York University School of Medicine,New York,NY


Background:

Prioritizing a differential diagnosis following a clinical encounter is one of the AAMC's core entrustable professional activities (EPA 2)(1). It is imperative that medical schools develop tools to assess and provide feedback on clinical reasoning skills. Workplace based assessments provide more authentic and specific feedback to learners(2).

 



Objectives:

To 1)determine the feasibility of using an electronic tablet application on the inpatient pediatric unit to enhance the quality/immediacy of feedback to students on their clinical reasoning skills by asking students to self-assess and then elicit feedback from faculty and 2) describe initial results in terms of students' clinical reasoning skills.



Results:

8/8 student/faculty pairs completed the electronic form at least once. Pairs reported taking between 5-10 minutes. 7/8 students were rated as needing "minimal coaching" and one stduent as "needs some coaching" to perform clinical reasoning. The two students who were assessed more than once received the same global assessment during each encounter. Biases were selected in 10/11 assessments.

Discussion:

Our pilot demonstrates the feasibility of using an electronic form to integrate student self-assessments and faculty assessments of clinical reasoning skills into a short feedback session after an oral inpatient presentation. The majority of students were rated as able to perform clinical reasoning with minimal coaching but were influenced by at least one bias. Further research will include determining student/faculty response to the form, variation in the use of the developmental anchors, agreement between student/faculty ratings of clinical reasoning skills and agreement with other assessments of students' clinical reasoning skills (such as clerkship evaluations). More data/results will be analyzed prior to the annual meeting.