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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/54991
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dc.creatorRachel Aparecida Ferreira Fernandespt_BR
dc.creatorLeandro Fernandes Malloy'dinizpt_BR
dc.creatorMarcos Carvalho Vasconcellospt_BR
dc.creatorPaulo Augusto Moreira Camargospt_BR
dc.creatorCássio Ibiapinapt_BR
dc.date.accessioned2023-06-16T00:05:52Z-
dc.date.available2023-06-16T00:05:52Z-
dc.date.issued2021-05-06-
dc.citation.volume55pt_BR
dc.citation.spage1161pt_BR
dc.citation.epage1171pt_BR
dc.identifier.doi10.1111/medu.14563pt_BR
dc.identifier.issn03080110pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/54991-
dc.description.resumoContext: Diagnostic competence in students is a major medical education goal. Adding instructional guidelines to prompt deliberate reflection fosters medical students’ diagnostic proficiency. This study investigates the effects of this teaching strategy on diagnostic accuracy in solving clinical cases of different complexity levels by novice and senior students.Method: Eighty third-year and 62 sixth-year medical students participated in this three-phase experimental study. First, participants were randomly assigned to one of three experimental conditions (free reflection, cued reflection and worked exam ple) to diagnose 12 clinical text-based cases, following different levels of deliberate reflection. In an immediate test and a delayed test, the participants diagnosed varied sets of 12 cases, six involving the same diseases (four routine and two rare). The main outcomes were the diagnostic accuracy scores achieved for the cases assessed by repeated measures of analysis of variance for each category.Results: There was a significant primary effect of experimental condition (P < .001), year of training (P < .001) and study phase (P < .001) on the diagnostic accuracy achieved. The use of deliberate reflection in addition to instructional guidelines re sulted in improved results in the immediate test for all cases evaluated (P < .001), regardless of participants’ seniority. In the delayed test, this benefit was maintained for simple cases (P < .001). For complex cases, the benefit was maintained only for senior students (P < .001). The cued reflection and worked example groups didnot differ in performance (P > .05), but both groups surpassed the free reflection group (P < .001), regardless of the students' learning stage and case complexity.pt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFAF - DEPARTAMENTO DE PSICOLOGIApt_BR
dc.publisher.departmentMED - DEPARTAMENTO DE PEDIATRIApt_BR
dc.publisher.departmentMED - DEPARTAMENTO DE SAÚDE MENTALpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofMedical Education-
dc.rightsAcesso Restritopt_BR
dc.subjectEstudantespt_BR
dc.subjectEnsino médicopt_BR
dc.subjectIdosopt_BR
dc.subject.otherEstudantespt_BR
dc.subject.otherEnsino médicopt_BR
dc.subject.otherIdosopt_BR
dc.titleAdding guidance to deliberate reflection improves medical student's diagnostic accuracypt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://onlinelibrary.wiley.com/doi/full/10.1111/medu.14563pt_BR
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