Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Clinical reasoning is an important cognitive process in medical decision making. In recent years, medical education advocates holistic medicine, but systematic learning is rare in school education.Therefore, this study used an empathy experience course to conduct a case-oriented clinical reasoning training course to improve the empathy and clinical reasoning skills of pre-clinical students in occupational therapy through four sessions.
Objective: To investigate effectiveness of using empathy experience courses to guide the students who prior to occupational therapy(OT) practice in case-base clinical reasoning.
Materials and Methods: 30 students were recruited from 8 universities in Taiwan and randomly divided into an experimental group and a control group. The experimental group was given four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning, while the control group was given case studies. Tests were administered before and after the series of sessions, including case report writing, C-JES-HPS, SACRR, and a follow-up visit at the end of the first phase of clinical practice using the C-JES-HPS and SACRR; course satisfaction surveys were completed after each session and at the follow-up visit to observe course satisfaction, usefulness, and recommendations. Data were analyzed using SPSS (version 20.0) with a significance level of 0.05. Univariate analyses with repeated measures 2-way analysis of variance were used to compare changes in empathy and clinical reasoning ability between the two groups of subjects and course satisfaction was presented as descriptive statistics. It was hypothesized that a case-oriented clinical reasoning training program using an empathy experience program would improve empathy and clinical reasoning skills in pre-practicum students in occupational therapy.
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Experimental group | Experimental | The experimental group was given four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning. |
|
| Control group | Active Comparator | The control group was given case studies(text). |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Empathy experience courses and case-base clinical reasoning | Behavioral | Four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning. |
| Measure | Description | Time Frame |
|---|---|---|
| Chinese version of the Jefferson Scale of Empathy-Health Profession Students | A total of 20 questions were used to self-assess participants' empathy status and were scored using a 7-point Likert scale. The content covered three sections, including 10 questions on the perspective taking section, 8 questions on the compassionate care section, and 2 questions on standing in the patient's shoes. | Change from Baseline at 2 weeks |
| The Self-Assessment of Clinical Reflection and Reasoning | A 26-item, five-point Likert scale was used to self-assess clinical reasoning skills, including strongly disagree, disagree, unsure, agree, and strongly agree. | Change from Baseline at 2 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| Satisfaction Questionnaire | The researchers designed the form to understand the subjects' satisfaction with the content of the training course, the usefulness of the training course for clinical practice, and their suggestions for the training course. Satisfaction with the content of the training course and the usefulness of the training course for clinical practice were rated on a five-point Likert scale of very dissatisfied, dissatisfied, fair, satisfied, and very satisfied. |
Not provided
Inclusion Criteria:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Hanyun Hsiao, master | Contact | +88622490088 | 1624 | 10252@s.tmu.edu.tw |
| Name | Affiliation | Role |
|---|---|---|
| Hanyun Hsiao | Taipei Medical University, Taiwan, R.O.C. | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Taipei Medical University Shuang Ho Hospital | New Taipei City | Taiwan |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 27283028 | Background | Addy TM, Hafler J, Galerneau F. Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach. Teach Learn Med. 2016 Oct-Dec;28(4):415-423. doi: 10.1080/10401334.2016.1186551. Epub 2016 Jun 9. | |
| 33205693 | Background | Cooper N, Bartlett M, Gay S, Hammond A, Lillicrap M, Matthan J, Singh M; UK Clinical Reasoning in Medical Education (CReME) consensus statement group. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Med Teach. 2021 Feb;43(2):152-159. doi: 10.1080/0142159X.2020.1842343. Epub 2020 Nov 18. |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| case studies | Other | active control: case studies(text) |
|
| up to 2 weeks |
| 30720527 | Background | Daniel M, Rencic J, Durning SJ, Holmboe E, Santen SA, Lang V, Ratcliffe T, Gordon D, Heist B, Lubarsky S, Estrada CA, Ballard T, Artino AR Jr, Sergio Da Silva A, Cleary T, Stojan J, Gruppen LD. Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance. Acad Med. 2019 Jun;94(6):902-912. doi: 10.1097/ACM.0000000000002618. |
| 31139730 | Background | Duca NS, Glod S. Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students. MedEdPORTAL. 2019 Jan 25;15:10800. doi: 10.15766/mep_2374-8265.10800. |
| 30496522 | Background | Huhn K, Gilliland SJ, Black LL, Wainwright SF, Christensen N. Clinical Reasoning in Physical Therapy: A Concept Analysis. Phys Ther. 2019 Apr 1;99(4):440-456. doi: 10.1093/ptj/pzy148. |
| 16680911 | Background | Jamieson M, Krupa T, O'Riordan A, O'Connor D, Paterson M, Ball C, Wilcox S. Developing empathy as a foundation of client-centred practice: evaluation of a university curriculum initiative. Can J Occup Ther. 2006 Apr;73(2):76-85. doi: 10.2182/cjot.05.0008. |
| 30935299 | Background | Min Simpkins AA, Koch B, Spear-Ellinwood K, St John P. A developmental assessment of clinical reasoning in preclinical medical education. Med Educ Online. 2019 Dec;24(1):1591257. doi: 10.1080/10872981.2019.1591257. |
| 25523009 | Background | Posel N, Mcgee JB, Fleiszer DM. Twelve tips to support the development of clinical reasoning skills using virtual patient cases. Med Teach. 2015;37(9):813-8. doi: 10.3109/0142159X.2014.993951. Epub 2014 Dec 19. |
| 29308835 | Background | Svalastog AL, Donev D, Jahren Kristoffersen N, Gajovic S. Concepts and definitions of health and health-related values in the knowledge landscapes of the digital society. Croat Med J. 2017 Dec 31;58(6):431-435. doi: 10.3325/cmj.2017.58.431. No abstract available. |
| 29226237 | Background | Ten Cate O. Competency-Based Postgraduate Medical Education: Past, Present and Future. GMS J Med Educ. 2017 Nov 15;34(5):Doc69. doi: 10.3205/zma001146. eCollection 2017. |
| 34142417 | Background | Wenham J, Best M, Kissane DW. Systematic review of medical education on spirituality. Intern Med J. 2021 Nov;51(11):1781-1790. doi: 10.1111/imj.15421. |