Effect of an integrated teaching intervention on clinical decision analysis: A randomized, controlled study of undergraduate medical students

Effect of an integrated teaching intervention on clinical decision analysis: A randomized, controlled study of undergraduate medical students

• Lee, Anna Chinese University of Hong Kong
• Joynt, Gavin M. Chinese University of Hong Kong
• Ho, Anthony M. H. Chinese University of Hong Kong
• Gin, Tony Chinese University of Hong Kong
• Hazlett, Clarke B. Chinese University of Hong Kong

Medical Teacher, 29(2), 231-236, 2007

Informa Healthcare

2007

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare

Medical Education Decision Making Medical Students Medical Colleges Chinese University of Hong Kong Hong Kong China

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

A four-hour integrated teaching session on clinical decision analysis has been developed and introduced as part of the Life Long Learning Skills course for medical students at The Chinese University of Hong Kong. The feasibility and effectiveness of teaching the principles and practice of clinical decision analysis to final-year undergraduate medical students was evaluated. One hundred and thirty-two students were randomly assigned to medical (intervention) and surgical rotations (control) and were assessed two weeks before and three weeks following a teaching session. The students' performance was assessed in response to 10 A-type multiple choice question items that incorporated various clinical scenarios requiring decision making and interpreting cost-effectiveness ratios and sensitivity analysis graphs. More students in the intervention group improved their overall performance scores compared with those in the control group (23.4% vs. 7.4%; 16.1% difference; 95% confidence interval [CI], 3.8-28.5%; p = 0.01). Improvements were in interpretation of decision making (22.2% difference; 95% CI, 10.1-34.4%; p < 0.001). No improvements were seen for calculating cost-effectiveness ratios or interpreting sensitivity analysis graphs. The overall educational intervention was well received by students and effective in improving students' clinical decision analysis skills under simulated conditions. Practice points Clinical decision-making skill is an important aspect of evidence-based medicine. A randomized controlled trial assessed the effect of teaching clinical decision analysis to undergraduate medical students. An integrated teaching session consisting of three 40-minute lectures on the principles and practice of clinical decision analysis, followed by two 1-hour workshops is effective in undergraduate final-year medical students.
[Copyright of Medical Teacher is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01421590701287897]

• English

Journal Articles

• 0142159X

• 10.1080/01421590701287897

https://bibliography.lib.eduhk.hk/en/bibs/343d212e

2010-09-08