Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum

Authors

Chelsea Chang, The University of Texas Rio Grande ValleyFollow
Nevin A. Varghese, The University of Texas Rio Grande ValleyFollow
Michael Machiorlatti, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

2-16-2023

Abstract

Objectives

Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums.

Methods

We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts: dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator.

Results

The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills.

Conclusions

The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.

Comments

© 2023 Walter de Gruyter GmbH, Berlin/Boston. Original published version available at https://doi.org/10.1515/dx-2022-0101

Recommended Citation

Chang, C., Varghese, N., & Machiorlatti, M. (2023). Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum. Diagnosis, 10(2), 105-109. https://doi.org/10.1515/dx-2022-0101

Publication Title

Diagnosis

DOI

10.1515/dx-2022-0101

Academic Level

faculty

Mentor/PI Department

Internal Medicine