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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/54964
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dc.creatorJosé Maria Peixotopt_BR
dc.creatorSílvia Mamedept_BR
dc.creatorAlexandre Sampaio Mourapt_BR
dc.creatorSilvana Maria Elói Santospt_BR
dc.creatorRosa Malena Delbone de Fariapt_BR
dc.creatorHenk g. Schmidtpt_BR
dc.date.accessioned2023-06-15T20:28:20Z-
dc.date.available2023-06-15T20:28:20Z-
dc.date.issued2017-01-31-
dc.citation.volume22pt_BR
dc.citation.spage1184pt_BR
dc.citation.epage1197pt_BR
dc.identifier.doi10.1007/s10459-017-9757-2pt_BR
dc.identifier.issn13824996pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/54964-
dc.description.resumoAbstract Self-explanation while diagnosing clinical cases fosters medical students’ diagnostic performance. In previous studies on self-explanation, students were free to self-explain any aspect of the case, and mostly clinical knowledge was used. Elaboration on knowledge of pathophysiological mechanisms of diseases has been largely unexplored in studies of strategies for teaching clinical reasoning. The purpose of this two-phase experiment was to investigate the effect of self-explanation of pathophysiology during practice with clinical cases on students’ diagnostic performance. In the training phase, 39 4th-year medical students were randomly assigned to solve 6 criterion cases (3 of jaundice; 3 of chest pain), either self-explaining the pathophysiological mechanisms of the findings (n = 20) or without self-explaining (n = 19). One-week later, in the assessment phase, all students solved 6 new cases of the same syndromes. A repeated-measures analysis of variance on the mean diagnostic accuracy scores showed no significant main effects of study phase (p = 0.34) and experimental condition (p = 0.10) and no interaction effect (p = 0.42). A post hoc analysis found a significant interaction (p = 0.022) between study phase and syndrome type. Despite equal familiarity with jaundice and chest pain, the performance of the self-explanation group (but not of the non-self-explanation group) on jaundice cases significantly improved between on chest pain cases. Self-explanation of pathophysiology did not improve students’ diagnostic performance for all diseases. Apparently, the positive effect of this form of self-explanation on performance depends on the studied diseases sharing similar pathophysiological mechanisms, such as in the jaundice cases. training and assessment phases (p = 0.035) whereas no differences between phases emergedpt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentMED - DEPARTAMENTO DE PROPEDÊUTICA COMPLEMENTARpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofAdvances in Health Sciences Education-
dc.rightsAcesso Restritopt_BR
dc.subjectSelf-explanationpt_BR
dc.subjectPathophysiological Mechanismspt_BR
dc.subjectEducational strategiespt_BR
dc.subjectClinical reasoningpt_BR
dc.subjectIllness scriptspt_BR
dc.subjectMedical educationpt_BR
dc.subject.otherRaciocínio Clínicopt_BR
dc.subject.otherEducação médicapt_BR
dc.subject.otherEstudantes de Medicinapt_BR
dc.titleThe effect of self-explanation of pathophysiological mechanisms of diseases on medical student's diagnostic performancept_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://link.springer.com/article/10.1007/s10459-017-9757-2pt_BR
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