The influence of team-based learning in developing clinical reasoning skills to medical students: A mixed-method study
Not Applicable
- Conditions
- Clinical reasoning
- Registration Number
- JPRN-UMIN000053523
- Lead Sponsor
- Yokohama City University
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Complete: follow-up complete
- Sex
- All
- Target Recruitment
- 89
Inclusion Criteria
Not provided
Exclusion Criteria
Students who were unable to participate in one of the conferences for any reason were excluded from the study.
Study & Design
- Study Type
- Observational
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method The study sample comprised 89 fourth-year medical students at Yokohama City University School of Medicine, participating in TBL sessions that covered 10 major clinical symptoms identified in the core curriculum. Each session was 180 minutes. Before and after the educational intervention, student performance was measured using the script concordance test (SCT) on a 30-point scale, and self-assessed clinical reasoning competency was measured on a 7-point Likert scale. The SCT included pre-tests and post-tests of 30 questions each, with students randomly assigned to one of two test sets. A qualitative content analysis was conducted to explore the advantages of TBL in learning clinical reasoning.
- Secondary Outcome Measures
Name Time Method