Self-regulation - the key to progress in clinical reasoning?

Show simple item record Postma, Thomas Corne 2016-02-25T13:18:13Z 2016-02-25T13:18:13Z 2015-11
dc.description.abstract BACKGROUND. In 2009 a new case-based instructional design was implemented during the preclinical year of study of the undergraduate dental curriculum of the University of Pretoria, South Africa. The objective of the educational intervention was to improve the development of clinical reasoning skills. To achieve this, systematic scaffolding, relevance, integration and problem-solving were actively promoted as part of teaching and learning. A student’s clinical reasoning was measured by a progress test containing 32 multiple choice questions (MCQs), formulated on a knowledgeapplication level. In 2011 it became clear that some students showed progression while others did not. OBJECTIVES. This study was conducted to gauge the value of the case-based intervention with the aim of determining the need for further scaffolding and support, especially for non-progressing students. METHODS. The 2011 BChD IV cohort (N=48) was identified for the study. Two semi-structured focus group discussions were conducted. Group 1 (n=8) consisted of students who progressed ≥9%, while group 2 (n=8) comprised students who did not progress to the same extent. RESULTS. Both groups lauded the scaffolding that the case-based curriculum provided. Strategic thinking, goal orientation and self-regulation ability were identified in group 1. A lack of diligence, poor data-processing ability and a possible lack of interest were identified in group 2 students, who were unaware of learning opportunities. CONCLUSION. There is a need for early identification of students lacking self-regulated learning and for providing timely feedback and support to progressively develop their clinical reasoning skills. en_ZA
dc.description.librarian am2015 en_ZA
dc.description.uri en_ZA
dc.identifier.citation Postma, TC 2015, 'Self-regulation - the key to progress in clinical reasoning?', African Journal of Health Professions Education, vol. 7, no. 2, pp. 202-207. en_ZA
dc.identifier.issn 2078-5127
dc.identifier.other 10.7196/AJHPE.411
dc.language.iso en en_ZA
dc.publisher Health and Medical Publishing Group en_ZA
dc.rights © 2015 Health and Medical Publishing Group. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license. en_ZA
dc.subject Dental curriculum en_ZA
dc.subject Clinical reasoning skills en_ZA
dc.subject Progress test en_ZA
dc.subject University of Pretoria, South Africa en_ZA
dc.subject Dental students en_ZA
dc.title Self-regulation - the key to progress in clinical reasoning? en_ZA
dc.type Article en_ZA

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