A Novel Metric and Feedback Template Improves Differential Diagnosis Formation Capabilities in Pre-Clinical Medical Students.

Brad A. Martin, Justin G. Peacock, Lindsay L. Warner, Ashley B. Wentworth, Jessica A. Adefusika, Maria J. Bachman, Linda B. Drozdowicz, Rahul Suresh, Joseph Peter Grande

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The ability to form an accurate differential diagnosis is of paramount importance to the physician in training, but is a skill often relegated to practice during the clinical years of the traditional medical school curriculum. Further complicating matters is the subjective nature of what constitutes an accurate differential and the fact that a widely accepted metric or template for feedback does not currently exist. Our group created a collaborative metric that assessed differential diagnosis formation and provided feedback to 47 first-year, pre-clinical medical students through their practice of various clinical vignettes as part of the Mayo Medical School Pathology course. We found that first-year students not only improved significantly in their ability to form a more accurate differential but also reported engagement in self-directed learning as well as developing positive attitudes toward early clinical integration. Given the importance of these skills for future physicians, and the successes of our intervention, we propose that such metrics be used for guiding feedback to students learning to create differentials in the early undergraduate medical curriculum.

Original languageEnglish (US)
Pages (from-to)189-194
Number of pages6
JournalMedical Science Educator
Volume24
Issue number2
DOIs
StatePublished - Jun 1 2014
Externally publishedYes

Fingerprint

Medical Students
medical student
Aptitude
Differential Diagnosis
Medical Schools
Curriculum
physician
Learning
Students
Physicians
curriculum
ability
first-year student
pathology
school
learning
Pathology
Group
student

Keywords

  • Clinical skills learning outcomes
  • Feedback and assessment
  • General teaching and learning
  • Problem-based curriculum
  • Undergraduate medical education

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

Cite this

A Novel Metric and Feedback Template Improves Differential Diagnosis Formation Capabilities in Pre-Clinical Medical Students. / Martin, Brad A.; Peacock, Justin G.; Warner, Lindsay L.; Wentworth, Ashley B.; Adefusika, Jessica A.; Bachman, Maria J.; Drozdowicz, Linda B.; Suresh, Rahul; Grande, Joseph Peter.

In: Medical Science Educator, Vol. 24, No. 2, 01.06.2014, p. 189-194.

Research output: Contribution to journalArticle

Martin, BA, Peacock, JG, Warner, LL, Wentworth, AB, Adefusika, JA, Bachman, MJ, Drozdowicz, LB, Suresh, R & Grande, JP 2014, 'A Novel Metric and Feedback Template Improves Differential Diagnosis Formation Capabilities in Pre-Clinical Medical Students.', Medical Science Educator, vol. 24, no. 2, pp. 189-194. https://doi.org/10.1007/s40670-014-0043-0
Martin, Brad A. ; Peacock, Justin G. ; Warner, Lindsay L. ; Wentworth, Ashley B. ; Adefusika, Jessica A. ; Bachman, Maria J. ; Drozdowicz, Linda B. ; Suresh, Rahul ; Grande, Joseph Peter. / A Novel Metric and Feedback Template Improves Differential Diagnosis Formation Capabilities in Pre-Clinical Medical Students. In: Medical Science Educator. 2014 ; Vol. 24, No. 2. pp. 189-194.
@article{42f8b5c875b94756885afbe2380d869c,
title = "A Novel Metric and Feedback Template Improves Differential Diagnosis Formation Capabilities in Pre-Clinical Medical Students.",
abstract = "The ability to form an accurate differential diagnosis is of paramount importance to the physician in training, but is a skill often relegated to practice during the clinical years of the traditional medical school curriculum. Further complicating matters is the subjective nature of what constitutes an accurate differential and the fact that a widely accepted metric or template for feedback does not currently exist. Our group created a collaborative metric that assessed differential diagnosis formation and provided feedback to 47 first-year, pre-clinical medical students through their practice of various clinical vignettes as part of the Mayo Medical School Pathology course. We found that first-year students not only improved significantly in their ability to form a more accurate differential but also reported engagement in self-directed learning as well as developing positive attitudes toward early clinical integration. Given the importance of these skills for future physicians, and the successes of our intervention, we propose that such metrics be used for guiding feedback to students learning to create differentials in the early undergraduate medical curriculum.",
keywords = "Clinical skills learning outcomes, Feedback and assessment, General teaching and learning, Problem-based curriculum, Undergraduate medical education",
author = "Martin, {Brad A.} and Peacock, {Justin G.} and Warner, {Lindsay L.} and Wentworth, {Ashley B.} and Adefusika, {Jessica A.} and Bachman, {Maria J.} and Drozdowicz, {Linda B.} and Rahul Suresh and Grande, {Joseph Peter}",
year = "2014",
month = "6",
day = "1",
doi = "10.1007/s40670-014-0043-0",
language = "English (US)",
volume = "24",
pages = "189--194",
journal = "Medical Science Educator",
issn = "2156-8650",
publisher = "Springer New York",
number = "2",

}

TY - JOUR

T1 - A Novel Metric and Feedback Template Improves Differential Diagnosis Formation Capabilities in Pre-Clinical Medical Students.

AU - Martin, Brad A.

AU - Peacock, Justin G.

AU - Warner, Lindsay L.

AU - Wentworth, Ashley B.

AU - Adefusika, Jessica A.

AU - Bachman, Maria J.

AU - Drozdowicz, Linda B.

AU - Suresh, Rahul

AU - Grande, Joseph Peter

PY - 2014/6/1

Y1 - 2014/6/1

N2 - The ability to form an accurate differential diagnosis is of paramount importance to the physician in training, but is a skill often relegated to practice during the clinical years of the traditional medical school curriculum. Further complicating matters is the subjective nature of what constitutes an accurate differential and the fact that a widely accepted metric or template for feedback does not currently exist. Our group created a collaborative metric that assessed differential diagnosis formation and provided feedback to 47 first-year, pre-clinical medical students through their practice of various clinical vignettes as part of the Mayo Medical School Pathology course. We found that first-year students not only improved significantly in their ability to form a more accurate differential but also reported engagement in self-directed learning as well as developing positive attitudes toward early clinical integration. Given the importance of these skills for future physicians, and the successes of our intervention, we propose that such metrics be used for guiding feedback to students learning to create differentials in the early undergraduate medical curriculum.

AB - The ability to form an accurate differential diagnosis is of paramount importance to the physician in training, but is a skill often relegated to practice during the clinical years of the traditional medical school curriculum. Further complicating matters is the subjective nature of what constitutes an accurate differential and the fact that a widely accepted metric or template for feedback does not currently exist. Our group created a collaborative metric that assessed differential diagnosis formation and provided feedback to 47 first-year, pre-clinical medical students through their practice of various clinical vignettes as part of the Mayo Medical School Pathology course. We found that first-year students not only improved significantly in their ability to form a more accurate differential but also reported engagement in self-directed learning as well as developing positive attitudes toward early clinical integration. Given the importance of these skills for future physicians, and the successes of our intervention, we propose that such metrics be used for guiding feedback to students learning to create differentials in the early undergraduate medical curriculum.

KW - Clinical skills learning outcomes

KW - Feedback and assessment

KW - General teaching and learning

KW - Problem-based curriculum

KW - Undergraduate medical education

UR - http://www.scopus.com/inward/record.url?scp=84926505099&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84926505099&partnerID=8YFLogxK

U2 - 10.1007/s40670-014-0043-0

DO - 10.1007/s40670-014-0043-0

M3 - Article

AN - SCOPUS:84926505099

VL - 24

SP - 189

EP - 194

JO - Medical Science Educator

JF - Medical Science Educator

SN - 2156-8650

IS - 2

ER -