Using a Model Board Examination and a Case Study Assessing Clinical Reasoning to Evaluate Curricular Change

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Abstract

Background: This study compared student ability to integrate basic science and clinical information before and after implementing a
curriculum revision that introduced a problem‑oriented case approach as required coursework. Materials and Methods: Student knowledge
and competence were assessed just before entry into clinical training by completion of 100 multiple‑choice questions mirroring the breadth
and type of questions on the national licensing examination (Part I) and by completion of 10 cases to discern clinical decision‑making (Part II).
Scores from students from the classes of 2015 and 2016 (previous curriculum) were compared to those from students from the classes of
2017 and 2018 (current curriculum). Results: Part I scores were not significantly different between any classes in the previous and current
curriculum. Part II scores for 3rd‑year students in the current curriculum were higher than those for comparable students in the past 2 years of
the previous curriculum. Mean scores for the class of 2016, the last year of the previous curriculum, were significantly lower than all other
classes. Conclusion: Students benefit from measured and repetitive practice in clinical reasoning
Original languageEnglish (US)
Article number10.4103/EHP.EHP_2_18
Pages (from-to)11-18
Number of pages8
JournalEducation in the Health Professions
Volume1
Issue number1
DOIs
StatePublished - Oct 1 2018

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Students
Curriculum
Information Science
Aptitude
Licensure
Clinical Studies
Mental Competency

Keywords

  • Clinical decision-making
  • curriculum
  • licensure
  • outcomes assessment
  • veterinary medicine

Cite this

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title = "Using a Model Board Examination and a Case Study Assessing Clinical Reasoning to Evaluate Curricular Change",
abstract = "Background: This study compared student ability to integrate basic science and clinical information before and after implementing acurriculum revision that introduced a problem‑oriented case approach as required coursework. Materials and Methods: Student knowledgeand competence were assessed just before entry into clinical training by completion of 100 multiple‑choice questions mirroring the breadthand type of questions on the national licensing examination (Part I) and by completion of 10 cases to discern clinical decision‑making (Part II).Scores from students from the classes of 2015 and 2016 (previous curriculum) were compared to those from students from the classes of2017 and 2018 (current curriculum). Results: Part I scores were not significantly different between any classes in the previous and currentcurriculum. Part II scores for 3rd‑year students in the current curriculum were higher than those for comparable students in the past 2 years ofthe previous curriculum. Mean scores for the class of 2016, the last year of the previous curriculum, were significantly lower than all otherclasses. Conclusion: Students benefit from measured and repetitive practice in clinical reasoning",
keywords = "Clinical decision-making, curriculum, licensure, outcomes assessment, veterinary medicine",
author = "{Root Kustritz}, {Margaret V} and Aaron Rendahl and Molgaard, {Laura K} and Erin Malone",
year = "2018",
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doi = "10.4103/EHP.EHP_2_18",
language = "English (US)",
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journal = "Education in the Health Professions",
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AU - Rendahl, Aaron

AU - Molgaard, Laura K

AU - Malone, Erin

PY - 2018/10/1

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N2 - Background: This study compared student ability to integrate basic science and clinical information before and after implementing acurriculum revision that introduced a problem‑oriented case approach as required coursework. Materials and Methods: Student knowledgeand competence were assessed just before entry into clinical training by completion of 100 multiple‑choice questions mirroring the breadthand type of questions on the national licensing examination (Part I) and by completion of 10 cases to discern clinical decision‑making (Part II).Scores from students from the classes of 2015 and 2016 (previous curriculum) were compared to those from students from the classes of2017 and 2018 (current curriculum). Results: Part I scores were not significantly different between any classes in the previous and currentcurriculum. Part II scores for 3rd‑year students in the current curriculum were higher than those for comparable students in the past 2 years ofthe previous curriculum. Mean scores for the class of 2016, the last year of the previous curriculum, were significantly lower than all otherclasses. Conclusion: Students benefit from measured and repetitive practice in clinical reasoning

AB - Background: This study compared student ability to integrate basic science and clinical information before and after implementing acurriculum revision that introduced a problem‑oriented case approach as required coursework. Materials and Methods: Student knowledgeand competence were assessed just before entry into clinical training by completion of 100 multiple‑choice questions mirroring the breadthand type of questions on the national licensing examination (Part I) and by completion of 10 cases to discern clinical decision‑making (Part II).Scores from students from the classes of 2015 and 2016 (previous curriculum) were compared to those from students from the classes of2017 and 2018 (current curriculum). Results: Part I scores were not significantly different between any classes in the previous and currentcurriculum. Part II scores for 3rd‑year students in the current curriculum were higher than those for comparable students in the past 2 years ofthe previous curriculum. Mean scores for the class of 2016, the last year of the previous curriculum, were significantly lower than all otherclasses. Conclusion: Students benefit from measured and repetitive practice in clinical reasoning

KW - Clinical decision-making

KW - curriculum

KW - licensure

KW - outcomes assessment

KW - veterinary medicine

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