Abstract
Purpose: There is limited experimental evidence concerning how best to train students to perform differential diagnosis. We compared 2 different methods for training 2nd-year medical students to perform differential diagnosis (DDX) of heart failure: a traditional classroom-based lecture (control group) versus a cognitive sciences-based approach to DDX instruction implemented through a computer-based tutor (treatment group). Methods: Following random assignment to either group, students were trained for 75 minutes, and then given a 40-item examination comprised of cases that varied along a typicality gradient from prototypical (easy) to less typical (hard). Results: The treatment group diagnosed correctly significantly more test cases than the control group (74% versus 60%, respectively). The treatment group also diagnosed correctly significantly more cases at the extremes of the typicality gradient: 81% versus 65%, respectively, for the prototypical cases; 65% versus 48%, respectively, for the most difficult cases. Conclusion: The ability to perform differential diagnosis is enhanced by training based upon principles of cognitive sciences.
| Original language | English |
|---|---|
| Pages (from-to) | 419-425 |
| Number of pages | 7 |
| Journal | Medical Education |
| Volume | 41 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1 Apr 2007 |
Keywords
- *Cognition
- *Diagnosis, differential
- *Education, medical
- Clinical competence/*standards
- Heart failure, congestive/ *diagnosis
- Teaching/methods