[Clinical reasoning and simulation: facilitating hypothesis prioritization using simulated patients. Data from quantitative research].

BACKGROUND

Prioritizing diagnostic hypotheses can be difficult for novice medical students given their limited clinical exposure. Simulated clinical reasoning (CR) clinics allow students to practice focused histories with a simulated patient (SP). The delivery of clinical data by SPs can influence hypothesis generation.

OBJECTIVE

This pilot study seeks to test whether the transmission of key elements through SP acting influences CR prioritization among medical students.

METHOD

The diagnostic hypotheses of two cohorts of students of the same academic level were compared following a virtual interview with an SP. The SPs in the experimental group were given a targeted script and briefing on key elements while the SPs in the control group were given a traditional script and briefing. The difference between the distributions of frequencies of the hypotheses of the two groups was determined using the chi-square calculation.

RESULTS

The students in the experimental group prioritized expert-validated hypotheses more than those in the control group. The control group showed greater variability in their diagnostic choices.

CONCLUSION

Targeting the delivery of key elements by SPs could be a way to help novice medical students prioritize their diagnostic hypotheses. Simulated CR clinics therefore become a space for learning about CR in the absence of clinical exposure. The risk of inducing premature closure of clinical reasoning needs further research.