Abstract
Learning how to ‘think like doctors’ can be difficult for undergraduate medical students in their early clinical years. Our model of collaborative Integrated Case Learning (ICL) and simulated clinical reasoning aims to address these issues. Taking a socio-cultural perspective, this study investigates the reflective learning interactions and practices of clinical thinking that emerged in the ICL environment. We also explore how third year medical students perceived their ICL experiences in relation to the clinical situations encountered in the hospital setting. The context for the inquiry is a rural Clinical School in North West Victoria, Australia. We used a qualitative case study methodology following eight third-year medical students over an academic year. Individual and group interviews were conducted, together with observations and document/artefact analysis. Data was analysed using content and narrative methods. The ICL program was well received. Findings suggest that the group-based, simulated clinical reasoning process appears to help undergraduate medical students to rehearse, articulate and question their clinical decision-making pathways. We argue that the ICL process offers a professionally challenging, but supportive group learning ‘space’ for students to practise what it might mean to ‘think’, ‘talk’ and ‘perform’ like doctors in real settings. The ICL environment also appears to create a connective bridge between the ‘classroom’ and clinical practice.
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Our thanks to the medical students who participated in this study and to Pam Harvey and Professor Debra Nestel for their advice in preparing this paper.
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Radomski, N., Russell, J. Integrated Case Learning: teaching clinical reasoning. Adv in Health Sci Educ 15, 251–264 (2010). https://doi.org/10.1007/s10459-009-9195-x
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DOI: https://doi.org/10.1007/s10459-009-9195-x