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Your search keyword '"Montaldo, L."' showing total 3 results
Start Over Author "Montaldo, L." Topic clinical competence
3 results on '"Montaldo, L."'

1. [Teaching of clinical reasoning to medical students using prototypical clinical cases].

Author

Montaldo L G and Herskovic L P

Subjects
Educational Measurement, Focus Groups, Humans, Problem-Based Learning methods, Qualitative Research, Students, Medical, Surveys and Questionnaires, Clinical Competence, Education, Medical, Undergraduate methods
Abstract

Background: Clinical reasoning is the most important competente in the training process of a physician., Aim: To develop a method for teaching clinical reasoning based on prototypes of clinical cases., Material and Methods: The study was conducted on sixty-four third year medical students. The study and control groups attended lectures and tutorial sessions with patients. The study group attended additionally discussion seminars of prototypical clinical cases. A clinical reasoning test was applied at the start and end of the learning period to both groups. At the end of the study, the opinions of students of the study group were collected in a focus group., Results: After the learning period, both groups significantly increased their clinical reasoning skills. However, the improvement in the study group was more than double than that of the control group. The absolute improvement in the study group was 30.9%. Students interviewed in the focus group were unanimous in expressing their satisfaction in each and every aspect discussed., Conclusions: The teaching of clinical reasoning to third year medical students by means of pattern recognition in seminars with clinical cases improved significantly their skills.

Published
2013
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2. Aprendizaje del razonamiento clínico por reconocimiento de patrón, en seminarios de casos clínicos prototipos, por estudiantes de tercer año de medicina

Author

Pedro Herskovic L and Gustavo Montaldo L

Subjects
Decisión Making, business.industry, education, Clinical reasoning, General Medicine, Focus group, Test (assessment), Nursing, Education, medical, undergraduate, Medicine, Clinical Competence, Diagnosis differential, Clinical competence, business
Abstract

Background: Clinical reasoning is the most important competente in the training process of a physician. Aim: To develop a method for teaching clinical reasoning based on prototypes of clinical cases. Material and Methods: The study was conducted on sixty-four third year medical students. The study and control groups attended lectures and tutorial sessions with patients. The study group attended additionally discussion seminars of prototypical clinical cases. A clinical reasoning test was applied at the start and end of the learning period to both groups. At the end of the study, the opinions of students of the study group were collected in afocus group. Results: After the learning period, both groups significantly increased their clinical reasoning skills. However, the improvement in the study group was more than double than that ofthe control group. The absolute improvement in the study group was 30.9%. Students interviewed in the focus group were unanimous in expressing their satisfaction in each and every aspect discussed. Conclusions: The teaching of clinical reasoning to third year medical students by means of pattern recognition in seminars with clinical cases improved significantly their skills.

Published
2013

3. Teaching of clinical reasoning to medical students using prototypical clinical cases

Author

Montaldo L, Gustavo and Herskovic L, Pedro

Subjects
Decisión Making, education, Education, medical, undergraduate, Clinical Competence, Diagnosis differential
Abstract

Background: Clinical reasoning is the most important competente in the training process of a physician. Aim: To develop a method for teaching clinical reasoning based on prototypes of clinical cases. Material and Methods: The study was conducted on sixty-four third year medical students. The study and control groups attended lectures and tutorial sessions with patients. The study group attended additionally discussion seminars of prototypical clinical cases. A clinical reasoning test was applied at the start and end of the learning period to both groups. At the end of the study, the opinions of students of the study group were collected in afocus group. Results: After the learning period, both groups significantly increased their clinical reasoning skills. However, the improvement in the study group was more than double than that ofthe control group. The absolute improvement in the study group was 30.9%. Students interviewed in the focus group were unanimous in expressing their satisfaction in each and every aspect discussed. Conclusions: The teaching of clinical reasoning to third year medical students by means of pattern recognition in seminars with clinical cases improved significantly their skills.

Published
2013

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