The effect of self-explanation of pathophysiological mechanisms of diseases on medical student's diagnostic performance

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dc.creatorJosé Maria Peixoto
dc.creatorSílvia Mamede
dc.creatorAlexandre Sampaio Moura
dc.creatorSilvana Maria Elói Santos
dc.creatorRosa Malena Delbone de Faria
dc.creatorHenk g. Schmidt
dc.date.accessioned2023-06-15T20:28:20Z
dc.date.accessioned2025-09-09T00:44:26Z
dc.date.available2023-06-15T20:28:20Z
dc.date.issued2017-01-31
dc.format.mimetypepdf
dc.identifier.doi10.1007/s10459-017-9757-2
dc.identifier.issn13824996
dc.identifier.urihttps://hdl.handle.net/1843/54964
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofAdvances in Health Sciences Education
dc.rightsAcesso Restrito
dc.subjectRaciocínio Clínico
dc.subjectEducação médica
dc.subjectEstudantes de Medicina
dc.subject.otherSelf-explanation
dc.subject.otherPathophysiological Mechanisms
dc.subject.otherEducational strategies
dc.subject.otherClinical reasoning
dc.subject.otherIllness scripts
dc.subject.otherMedical education
dc.titleThe effect of self-explanation of pathophysiological mechanisms of diseases on medical student's diagnostic performance
dc.typeArtigo de periódico
local.citation.epage1197
local.citation.spage1184
local.citation.volume22
local.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 emerged
local.publisher.countryBrasil
local.publisher.departmentMED - DEPARTAMENTO DE PROPEDÊUTICA COMPLEMENTAR
local.publisher.initialsUFMG
local.url.externahttps://link.springer.com/article/10.1007/s10459-017-9757-2

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