Adding guidance to deliberate reflection improves medical student's diagnostic accuracy

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dc.creatorRachel Aparecida Ferreira Fernandes
dc.creatorLeandro Fernandes Malloy'diniz
dc.creatorMarcos Carvalho Vasconcellos
dc.creatorPaulo Augusto Moreira Camargos
dc.creatorCássio Ibiapina
dc.date.accessioned2023-06-16T00:05:52Z
dc.date.accessioned2025-09-09T00:48:21Z
dc.date.available2023-06-16T00:05:52Z
dc.date.issued2021-05-06
dc.format.mimetypepdf
dc.identifier.doi10.1111/medu.14563
dc.identifier.issn03080110
dc.identifier.urihttps://hdl.handle.net/1843/54991
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofMedical Education
dc.rightsAcesso Restrito
dc.subjectEstudantes
dc.subjectEnsino médico
dc.subjectIdoso
dc.subject.otherEstudantes
dc.subject.otherEnsino médico
dc.subject.otherIdoso
dc.titleAdding guidance to deliberate reflection improves medical student's diagnostic accuracy
dc.typeArtigo de periódico
local.citation.epage1171
local.citation.spage1161
local.citation.volume55
local.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.
local.publisher.countryBrasil
local.publisher.departmentFAF - DEPARTAMENTO DE PSICOLOGIA
local.publisher.departmentMED - DEPARTAMENTO DE PEDIATRIA
local.publisher.departmentMED - DEPARTAMENTO DE SAÚDE MENTAL
local.publisher.initialsUFMG
local.url.externahttps://onlinelibrary.wiley.com/doi/full/10.1111/medu.14563

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