Development of Clinical Reasoning and History-Taking Remediation Training

Abstract

Objective: Clinical reasoning and history skills are essential for health care professionals. The design of "remediation" training to compensate for "learning gaps", which may occur for various reasons in educational programs, is recommended. This study aimed to develop remediation training within the scope of a model for clinical reasoning and history-taking skills. Methods: This study was designed as program development research. In this study, the researchers followed Kern's six-step training approach. The objectives were determined in accordance with the general requirements. The application was developed via a flipped classroom. Pre- and posttests were performed for assessment. For satisfaction, the participants were asked to rate the training on 5 points. Results: A total of 46 students volunteered to participate in this study (n = 46). The pretest mean score was 73.47±15.23, and the posttest mean score was 88.69±9.79. The pre- and posttest results were significantly different (P < .05). The mean preself-efficacy score was 5.87 ±1.71, and the mean score was 7.89 ±1.16. Pre- and postself-efficacy scores were statistically significant (P < .05). The mean satisfaction score of the participants was calculated as 4.57±0.58. Conclusion: In this study, remediation training was developed for medical education programs. In accordance with the literature, remediation training has been shown to contribute similarly to learning. Educational programs should be enriched with more comprehensive studies to be developed in line with these findings.

Keywords

• medical education
• remediation training
• clinical reasoning skill
• taking history skill

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