Teaching Diagnostic Reasoning to Faculty Using an Assessment for Learning Tool: Training the Trainer

Authors

Adam Cohen
Moushumi Sur
Martin Weisse
Kathryn Moffett
Jeffrey Lancaster
Renee Saggio
Geeta Singhal
Satid Thammasitboon

Publication Date

8-21-2020

Journal

MedEdPORTAL

DOI

10.15766/mep_2374-8265.10938

PMID

32875089

PMCID

PMC7449581

PubMedCentral® Posted Date

8-21-2020

PubMedCentral® Full Text Version

Post-print

Published Open-Access

yes

Keywords

Child, Clinical Competence, Curriculum, Faculty, Humans, Learning, Problem-Based Learning

Abstract

INTRODUCTION: There is a need for a standardized approach to understand and assess clinical reasoning in medical learners. The Assessment of Reasoning Tool was developed based on prevalent theories and frameworks using a multidisciplinary expert panel. As the tool provides a standardized rubric for assessing clinical reasoning, we designed an interactive train-the-trainer workshop for clinical educators and education leaders interested in improving their teaching skills and/or introducing curricula surrounding diagnostic reasoning.

METHODS: In this workshop, participants were exposed to the major domains of diagnostic reasoning and how to apply it to the assessment of a learner's skills. Kolb's experiential learning was the underlying model, which we showcased by using multiple interactive techniques, including small-group discussion, peer sharing, and case practice. We presented the workshop at a national conference of pediatric educators and as a faculty development workshop at a single institution. Participants were asked to complete a survey after the workshop to gauge their reactions and look for areas of improvement.

RESULTS: A total of 34 participants attended the two workshops. Participants rated the workshop favorably, with most planning to make a change to their practice. Comments were largely positive, emphasizing the benefits of the interactive approach.

DISCUSSION: The workshop and teaching materials represent an important early step in the workplace-based assessment of diagnostic reasoning in medical learners. Grounded in the clinical reasoning literature, the workshop offers one approach to assessing these skills in learners with or without direct observation of clinical skills.

Comments

Associated Data