Patient exposure in the basic science classroom enhances differential diagnosis formation and clinical decision-making

PeerJ
Justin G Peacock, Joseph P Grande

Abstract

Purpose. The authors proposed that introducing real patients into a pathology classroom early in medical education would help integrate fundamental principles and disease pathology with clinical presentation and medical history. Methods. Three patients with different pathologies described their history and presentation without revealing their diagnosis. Students were required to submit a differential diagnosis in writing, and then were able to ask questions to arrive at the correct diagnosis. Students were surveyed on the efficacy of patient-based learning. Results. Average student scores on the differential diagnosis assignments significantly improved 32% during the course. From the survey, 72% of students felt that patient encounters should be included in the pathology course next year. Seventy-four percent felt that the differential diagnosis assignments helped them develop clinical decision-making skills. Seventy-three percent felt that the experience helped them know what questions to ask patients. Eighty-six percent felt that they obtained a better understanding of patients' social and emotional challenges. Discussion. Having students work through the process of differential diagnosis formulation when encountering a real ...Continue Reading

References

Mar 1, 1991·Medical Education·R M TamblynM L Kopelow
Mar 27, 2003·Journal of the American Geriatrics Society·Gustavo DuqueHoward Bergman
Sep 28, 2004·Teaching and Learning in Medicine·Reed G Williams
Oct 12, 2010·Teaching and Learning in Medicine·Kathleen JacobsonKaren D Tsoulas
Jun 15, 2011·Academic Medicine : Journal of the Association of American Medical Colleges·Melanie NeumannChristian Scheffer

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Citations

Apr 3, 2018·Journal of Dental Education·Dharini van der HoevenRyan L Quock

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