Medical Science Educator

, Volume 26, Issue 3, pp 283–286 | Cite as

Resources Utilized by Preclinical Medical Students During Patient Morning Rounds

  • Neal R. Chamberlain
  • Patricia S. Sexton
  • Matthew R. Hardee
  • Robert W. Baer
Short Communication


Information resource utilization by preclinical medical students was studied in the context of a physician-mentored patient rounds (PMPR) exercise. This exercise involved four clinical tasks: creating a differential diagnosis, refining the differential diagnosis, choosing diagnostic tests, and formulating a treatment plan. The assignment required them to record the information resources they used. Individual students typically used a variety of resources. Patient data, prior medical knowledge, Internet resources, and course materials were used by most students. Across clinical tasks, students used progressively less Internet resources and progressively more course materials.


Information resources Preclinical medical students Clinical tasks Internet Course materials Prior medical knowledge Patient data 



The authors wish to thank the medical students, class of 2017, for their participation in this study. We also thank the patient who participated in physician-mentored patient rounds. Without him, there would be no physician-mentored patient rounds.

Compliance with Ethical Standards

The protocol was reviewed by our Institutional Review Board and exempted from further review.



Other Disclosures


Ethical Approval

The protocol for this study was reviewed by the Institutional Review Board at A.T. Still University of Health Sciences and determined to be exempt from further review on April 15, 2015.



Previous Presentations

A poster titled, “Patient Rounds to Assess Medical Students’ Critical Thinking and Clinical Reasoning.” by Chamberlain NR, Hardee MR, Sexton P, and Baer RW was presented during Assessment Week at A. T. Still University of Health Sciences; April 13–16, 2015. Another poster titled, “Utilizing Patient Rounds to Observe Medical Students’ Clinical Reasoning” by Chamberlain NR, Hardee MR, Sexton P, and Baer RW was presented at the Annual and Joint meeting of the American Association of Colleges of Osteopathic Medicine and the Association of Osteopathic Directors and Medical Educations in Ft. Lauderdale, FL. April 22–25, 2015.


This study was completed without any funding from any external or internal funding agency.


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Copyright information

© International Association of Medical Science Educators 2016

Authors and Affiliations

  • Neal R. Chamberlain
    • 1
  • Patricia S. Sexton
    • 2
  • Matthew R. Hardee
    • 3
  • Robert W. Baer
    • 4
  1. 1.Department of Microbiology/ImmunologyA.T. Still University of Health Sciences/Kirksville College of Osteopathic MedicineKirksvilleUnited States
  2. 2.Department of Family Medicine, Preventative Medicine, and Community HealthA.T. Still University of Health Sciences/Kirksville College of Osteopathic MedicineKirksvilleUSA
  3. 3.Department of Internal MedicineA.T. Still University of Health Sciences/Kirksville College of Osteopathic MedicineKirksvilleUSA
  4. 4.Department of PhysiologyA.T. Still University of Health Sciences/Kirksville College of Osteopathic MedicineKirksvilleUSA

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