Accepted Type
Facilitated and Dedicated Poster
Code
LP15 - 02
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Student
Affiliation
Considered for Poster
yes
Title
Think, pair-up, predict, justify, and now, practice: Using the Student-Generated Reasoning Tool (SGRT) to generate a bank of practice problems
Length of Presentation
Background/Purpose
Cognitive biases are largely responsible for medical error and educational tools that help guide students' critical thinking are limited. Using the Student-Generated Reasoning Tool (SGRT) - a semi-structured approach to guiding medical students' critical thinking - objectives of this study were to determine the feasibility of students using SGRT to create practice problems and to compare the impact of individual vs. teamwork with SGRT.
Methods
A proof-of-concept randomized controlled trial (RCT) was conducted in Fall-2019 on second-year medical students at Université de Montréal. Group-A (n=8) generated SGRT practice problems and practiced with them; Group-B (n=4) practiced with SGRT problems generated by Group-A. We compared individual vs. team responses to SGRT, administered surveys and conducted interviews.
Results
Group-A students generated 12 practice problems that both Group-A and B successfully used for practice, within allotted time. In Group-A, teams suggested a greater variety of diagnostic hypotheses and predicted more findings compared to individuals. Students' perceived usefulness was higher in Group A vs. B (mean= 4.5±0.3 vs. 3.5±0.3, P=0.02). Thematic content analysis revealed that students used numerous critical thinking skills (n=6) when using SGRT.
Conclusion
Building on the learning science of team-based learning and retrieval practice, this study offers a feasible approach for students to collaboratively generate a bank of practice problems using the SGRT, while making use of multiple critical thinking skills. Ultimately, this study justifies a larger-scale RCT comparing students who use the SGRT to generate and practice to those that only practice, isolating the relative impact of generation on learning.
Keyword 1
Practice
Keyword 2
Teamwork
Keyword 3
Critical thinking
Level of Training
Undergraduate
Abstract Themes
Teaching and learning
Teaching and Learning
- Clinical Context
- Collaborative/Peer to Peer
- Feedback
- Integrated instruction & learning
- Small Group
- Team-Based Learning
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Ivry Zagury-Orly
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
