Conference Contribution Details
Mandatory Fields
Kelly, M; Bennett, D; O Flynn, S
AMEE annual scientific meeting
Assessment of diagnostic thinking
Lyons
Oral Presentation
2012
()
0
Optional Fields
25-AUG-12
31-AUG-12

2F/6

Assessment of Diagnostic Thinking

Martina Kelly (University College Cork, Medical Education, Cork, Ireland)

Siun O'Flynn (University College Cork, Medical Education, Cork, Ireland)

Deirdre Bennett (University College Cork, Medical Education, Cork, Ireland)

(Presenter: Martina Kelly, University College Cork, Medical Education, Room 1.50 Brookfield Health Sciences Complex, UCC, Cork, Ireland, m.kelly@ucc.ie)

Background: Successful problem solving requires proficiency in clinical reasoning. Following the introduction of a new curriculum we were interested to measure the diagnostic thinking of our students and to examine its relationship to end of year assessment.

Summary of work: Following ethical approval, year 2 year 5 undergraduate medical students (n=457) were invited to complete the Diagnostic Thinking Inventory. This data was merged with assessment data for all students completing the survey. Assessment data comprised written tests (MCQ and essay), clinical examinations (OSCE and long/short cases) and end of year total score, inclusive of portfolio. Data were entered into SPSSv18. Mean scores across years were compared using Mann Whitney test and Spearman correlation coefficients were calculated for end of year assessments.

Summary of results: 325 students completed the survey (response rate 71%). Overall diagnostic thinking inventory score was 173.38 (SD 17.98), flexibility subscale 88.31 (SD 9.91), structure subscale 85.06 (SD 9.57). There was a significant increase in DTI scores over the 4 years measured (Year 2 mean DTI 171.04, SD 18.09; Year 5 mean DTI 178.29, SD 17.41, p <0.01). DTI scores showed weak correlation with end of year assessments. Written tests were more likely to correlate with DTI scores than clinical assessments.

Conclusions/Take-home messages: These data provoke consideration as to the extent to which we assess