Department for Psychiatry, Social Psychiatry and Psychotherapy, Hannover Medical School, Hannover, Germany.
Acta Psychiatr Scand. 2010 Oct;122(4):334-8. doi: 10.1111/j.1600-0447.2010.01567.x. Epub 2010 Jun 28.
Iterative hypothesis testing (IHT) or related strategies of diagnostic decision making have been taught in many curricula for medical students but not in psychiatry. We therefore asked whether the addition of training in IHT may add to the quality of the psychiatry course.
Seventy-two medical students were randomized to four weeks problem-based learning or to IHT. Knowledge and skills of the students were tested using a multiple choice exam and simulated patients.
Iterative hypothesis testing-trained students recognized more diagnostic items and more often identified comorbid psychiatric disorders and acute suicidal tendencies. Acquisition of general psychiatric knowledge and global satisfaction with the course were similar in both groups.
We conclude that teaching IHT to medical students may enhance their clinical ability to recognize complex disease patterns. Further studies are required concerning the enhancement of clinical skills in the psychiatric specialty.
迭代假设检验（IHT）或相关的诊断决策策略已在许多医学学生的课程中教授，但在精神病学中没有教授。因此，我们想知道在精神病学课程中增加 IHT 培训是否会提高课程质量。
72 名医学生被随机分为四周的基于问题的学习或 IHT。学生的知识和技能通过多项选择题考试和模拟患者进行测试。
经过 IHT 培训的学生识别出更多的诊断项目，并且更经常识别出合并的精神障碍和急性自杀倾向。两组学生在获得一般精神科知识和对课程的总体满意度方面相似。
我们得出结论，向医学生教授 IHT 可能会提高他们识别复杂疾病模式的临床能力。需要进一步研究如何提高精神病学专业的临床技能。
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