Fonseca Marta, Broeiro-Gonçalves Paula, Barosa Mariana, Marvão Pedro, Carreira Marta, Azeredo-Lopes Sofia, Pires Joana, Rendas António, Rosado-Pinto Patrícia, Heleno Bruno
Comprehensive Health Research Centre (CHRC), NOVA Medical School, NOVA University, Lisbon, Portugal.
Comprehensive Health Research Centre (CHRC), University of Évora, Évora, Portugal.
BMC Med Educ. 2024 Dec 18;24(1):1478. doi: 10.1186/s12909-024-06484-x.
Clinical reasoning significantly impacts physicians' performance and patient care quality. Research into learning transfer within clinical reasoning education, especially in managing multimorbidity in Family Medicine, is crucial. This study evaluates the impact of concept maps (CMs) on promoting clinical reasoning skills among undergraduate students, compared to traditional teaching methods (TM).
A mixed methods approach was used in a controlled, non-randomized study with fifth-year Family Medicine undergraduates allocated to sessions using either CMs or TM. Quantitative data included a feedback questionnaire and evaluation of an individual task. Qualitative data comprised responses to an open-ended question and analysis of problem representation in the individual task.
Among 313 eligible students, 112 participated (CM: 60, TM: 52). Both groups reported high satisfaction with their teaching methods. The CM group valued the holistic view and organization for managing multimorbidity cases, showing higher odds of positive scores on individual tasks (differences not statistically significant). Additionally, the CM group had a more homogeneous code matrix for problem representation in two clinical vignettes.
While no definitive evidence supports the superiority of CMs over traditional methods, promising trends were noted. The CM group showed improved performance in individual tasks and better organization in managing multimorbidity cases. Further investigation is recommended to explore varying levels of CM usage and modifications to pre-class workloads.
Not applicable.
临床推理对医生的表现和患者护理质量有重大影响。研究临床推理教育中的学习迁移，尤其是在家庭医学中处理多重疾病方面，至关重要。本研究评估概念图（CMs）与传统教学方法（TM）相比，对促进本科学生临床推理技能的影响。
在一项对照、非随机研究中采用混合方法，将五年级家庭医学本科生分配到使用CMs或TM的课程中。定量数据包括一份反馈问卷和对一项个人任务的评估。定性数据包括对一个开放式问题的回答以及对个人任务中问题呈现的分析。
在313名符合条件的学生中，112名参与了研究（CM组：60名，TM组：52名）。两组都对各自的教学方法表示高度满意。CM组重视处理多重疾病病例的整体观点和组织方式，在个人任务中获得高分的几率更高（差异无统计学意义）。此外，在两个临床案例中，CM组在问题呈现方面有更一致的编码矩阵。
虽然没有确凿证据支持CMs优于传统方法，但注意到了一些有前景的趋势。CM组在个人任务中表现有所改善，在处理多重疾病病例时组织性更好。建议进一步研究以探索不同程度的CMs使用情况以及对课前工作量的调整。
不适用。
