Forest Medical School at the Medical Centre Alkmaar, PO Box 501, 1800 AM Alkmaar, the Netherlands.
Perspect Med Educ. 2012 May;1(2):56-66. doi: 10.1007/s40037-012-0010-7. Epub 2012 Apr 4.
Developing clinical reasoning skills early in medical education is important. However, research to uncover students' educational needs for learning clinical reasoning during clerkships is limited. The aim of our study was to investigate these needs. Focus group discussions with an independent moderator were conducted. Students were included directly after 10 weeks of clerkships. The (verbatim) transcripts were coded manually and discussed by the authors until consensus was reached. Saturation was reached after three focus groups, including 18 students in total. Statistical analysis indicated our sample matched the approached group of 61 students. After a consistency and redundancy check in ATLAS.ti, 79 codes could be identified. These could be grouped into seven key themes: (1) transition to the clinical phase, (2) teaching methods, (3) learning climate, (4) students' motivation, (5) teacher, (6) patient and (7) strategies in clinical reasoning. Students can adequately describe their needs; of the seven key themes relevant to clinical reasoning five are in line with literature. The remaining two (patient factors and the need for strategy for clinical reasoning) have not been identified before.
在医学教育中早期培养临床推理技能很重要。然而，对于学生在实习期间学习临床推理的教育需求的研究还很有限。我们的研究旨在调查这些需求。采用独立主持人的焦点小组讨论进行研究。在实习 10 周后直接对学生进行调查。对（逐字）记录进行手动编码，并由作者进行讨论，直到达成共识。在总共包括 18 名学生的三个焦点小组之后，达到了饱和。统计分析表明，我们的样本与所研究的 61 名学生群体相匹配。在 ATLAS.ti 中进行一致性和冗余检查后，共识别出 79 个代码。这些代码可以分为七个关键主题：（1）过渡到临床阶段，（2）教学方法，（3）学习氛围，（4）学生的动机，（5）教师，（6）患者和（7）临床推理策略。学生能够充分描述他们的需求；在与临床推理相关的七个关键主题中，有五个与文献一致。其余两个（患者因素和临床推理策略的需求）以前没有被发现。
