Journal article
Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach
Diagnosis (Berlin, Germany), Vol.7(1), pp.21-25
03/01/2020
DOI: 10.1515/dx-2019-0023
PMID: 31352429
Abstract
Background: Diagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation-assessment of the curriculum's effectiveness.
Methods: A longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa. R1, R2, and R3 cohorts were taught the "bolus" curriculum at the beginning of each academic year followed by a "booster" component to maintain and build upon diagnostic reasoning skills taught during the "dbolus" phase. Self-administered diagnostic thinking inventory (DTI) scores were collected in the spring of pre-curriculum (baseline, 2014-2015) and post-curriculum (2016-2017).
Results: The overall DTI scores improved in the R1 cohort, although statistically significant differences were not seen with R2s and R3s. In the original DTI categories, R1s improved in both flexibility of thinking and structure of thinking, the R2s improved in structure of thinking and the R3s did not improve in either category. R1s showed improvement in three of the four subcategories-data acquisition, problem representation, and hypothesis generation. The R2s improved in the subcategory of problem representation. R3s showed no improvement in any of the subcategories. The R3 cohort had higher mean scores in all categories but this did not reach statistical significance.
Conclusions: Our program created and successfully implemented a longitudinal diagnostic reasoning curriculum. DTI scores improved after implementation of a new diagnostic reasoning curriculum, particularly in R1 cohort.
Details
- Title: Subtitle
- Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach
- Creators
- Katherine Harris - University of IowaJane S. Rowat - University of IowaManish Suneja - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Diagnosis (Berlin, Germany), Vol.7(1), pp.21-25
- Publisher
- Walter De Gruyter
- DOI
- 10.1515/dx-2019-0023
- PMID
- 31352429
- ISSN
- 2194-8011
- eISSN
- 2194-802X
- Number of pages
- 5
- Language
- English
- Date published
- 03/01/2020
- Academic Unit
- Nephrology; General Internal Medicine; Internal Medicine
- Record Identifier
- 9984359898402771
Metrics
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