Tracking the development of clinical expertise in veterinary students : measuring the effects of problem-based learning /
The purpose of this study was to determine whether or not simulations such as those presented in problem-based learning encourage the development of clinical expertise in students. Two findings from earlier studies guided the design of the study. First, medical experts exhibited a higher degree of...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739363721&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine whether or not simulations such as those presented in problem-based learning encourage the development of clinical expertise in students. Two findings from earlier studies guided the design of the study. First, medical experts exhibited a higher degree of diagnostic efficiency than novices; and second, authentic assessment tools could be used to measure differences in diagnostic efficiency. In order to track the development of clinical expertise, four case simulations were presented by means of computers to the sophomore class (n = 121) of veterinary students at Texas A&M University. The students were grouped into 24 teams to work through the case simulations. The computers tracked the physical examination questions that were asked by the students as they worked toward diagnosing each case. This information was recorded. Quality of each physical examination question was classified according to a predetermined scoring rubric. The diagnostic efficiency of each student group was then calculated and submitted for statistical analysis. Findings revealed that the combined average diagnostic efficiency of the groups experienced a statistically significant (p < 0.05) linear increase from the first case simulation to the last. These results substantiated that the repeated use of case simulations encouraged the development of clinical expertise in a problem-based learning curriculum. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | x, 108 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 80-84. |