Centre Universitaire d'Enseignement par Simulation - CUESim, Virtual Hospital of Lorraine, Faculty of Medicine, Midwifery and Health Professions, Université de Lorraine, Nancy, F- 54000, France.
Faculty of Medicine, Midwifery and Health Professions, Université de Lorraine, Nancy, F- 54000, France.
BMC Med Educ. 2024 Aug 12;24(1):866. doi: 10.1186/s12909-024-05861-w.
Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis.
Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students.
The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002).
The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.
临床医生首先考虑疾病的常见原因，而不是花费资源寻找罕见病症。然而，当所有常见疾病都被排除后，继续调查是很重要的。医学生必须掌握在寻找潜在诊断时倾听和提出相关问题的技能。
我们的目的是确定以罕见病为背景的以团队为基础的学习（TBL）结合视频小插曲（干预组）是否比单独进行 TBL（对照组）更能提高学生的临床和通用技能。我们遵循了一项单中心准实验性仅后测设计，涉及五年级医学生。
干预组（n=178）在客观结构化临床考试（OSCE）中的总体平均得分（12.04±2.54 分比 11.27±3.16 分；P=0.021）和临床技能（47.63%比 44.63%；P=0.025）和通用技能（42.99%比 40.33%；P=0.027）的平均分均显著高于对照组（n=118）。OSCE 考试的成功与干预显著相关（P=0.002）。
TBL 与视频小插曲课程与医学生在 OSCE 上的更好表现相关。这里提出的概念可能对其他教学机构有益。
