METHODS: A mixed-methods sequential explanatory research study was adopted. In the first phase, quantitative data were gathered through a 16-item Likert scale questionnaire adapted from validated clinical reasoning questionnaires. In the second phase, focus group discussions were conducted to expand on the understanding of quantitative results.
RESULTS: In total, 160 students completed the questionnaire (45% response rate), and 26 participated in focus group discussions. Participants agreed that online case-based learning fostered clinical reasoning skills (mean = 2.94) through different formats, such as clinical role play, simulated ward rounds and virtual consultation. Compared to face-to-face clinical teaching, the focus group revealed that participants were allowed to practise giving explanations to patients, engage in more in-depth discussions, and receive more comprehensive feedback on their clinical reasoning skills during online case-based learning. The barriers to online clinical reasoning skills development were poorer communication skills development and reduced student engagement. The lack of patient complexities of cases and the inability to perform physical examinations hindered students' clinical reasoning ability. Suggestions to improve clinical reasoning cultivation include utilising actual patient cases, increasing case complexity and session interactivity.
CONCLUSION: This study highlights how online case-based learning can support the development of clinical reasoning skills in medical students, encouraging future educators to adopt a blended learning approach. Future research should focus on objective assessments, long-term impacts and innovative methods to improve clinical reasoning skill development continuously.
SETTING: Two cohorts of international exchange programme for second year medical students in the UK and Malaysia.
DESIGN: Interpretivist qualitative design using semistructured interviews/focus groups with students and faculty.
METHODS: Participants were asked about their learning experiences during and after the exchange. Data were recorded with consent and transcribed verbatim. Thematic analysis was used to analyse the data.
RESULTS: Four themes were identified: (1) overall benefits of the exchange programme, (2) personal growth and development, (3) understanding and observing a different educational environment and (4) experiencing different healthcare systems.
CONCLUSION: The international exchange programme highlighted differences in learning approaches, students from both campuses gained valuable learning experiences which increased their personal growth, confidence, cultural competence, giving them an appreciation of a better work-life balance and effective time management skills. It is often a challenge to prepare healthcare professionals for work in a global multicultural workplace and we would suggest that exchange programmes early on in a medical curriculum would go some way to addressing this challenge.
OBJECTIVES: To investigate the feasibility and effectiveness of NPT in scaffolding dermatological learning among preclinical-year medical students.
METHODS: Near-peer teachers who are content experts in dermatology taught alongside conventional teaching with lecturers. We employed five quiz questions before and after the case launch lecture, where students were first exposed to dermatology. We also invited students to provide feedback using a questionnaire on NPT in dermatology at the end of the case 8 teaching week.
RESULTS: In total, 74 students participated in the pre- and post-lecture quiz questions, and 47 completed feedback. There was overwhelmingly positive feedback towards NPT, and various learning theories can help explain the success of this project.
CONCLUSIONS: Preclinical students enjoy dermatological teaching with the involvement of suitable near-peers. With the professional barrier removed, students can better relate to near-peers (and vice versa). Helping students understand the relevance of dermatology in the clinical setting at an early stage and adopting learning tools such as mnemonics, summary tables, comparison tables and mapping teaching with the learning curriculum clearly helped students learn about dermatology.