Clinical reasoning and knowledge management in final year medical students: the role of Student-led Grand Rounds: Student-led Grand Rounds

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Abstract

Objectives: The development of clinical reasoning and decision making skills is often limited in medical school curricula. In reality, medical graduates acquire these skills during their first few years of residency. For many this can be stressful as they may be working under limited supervision as part of their rotations.
Methods: “Student-led Grand Rounds” was developed to transfer both explicit and tacit knowledge to final year medical students. This pilot project was to apply the principles of knowledge management to allow students to be exposed to the reasoning and decision making of common clinical presentations. Student feedback through questionnaires was collated at the end of the program.
Results: Based on feedback and focus groups, modifications were made to produce a stable program in subsequent clinical rotations. Formal feedback was collated from all the 76 students who participated in the first year. This represented 100% of the cohort for this Clinical School for that year. There was a 100% response rate as the feedback forms were given and collected at the end of the last session per block. The student responses were both in ratings defined in a feedback forms as well as by written comments. 74 of the 76 students rated the program highly. They enjoyed the non-threatening interactions. The remaining 2 students preferred more didactic teaching.
Conclusions: This initiative allows for an efficient transfer and utilization of knowledge. This could maximize the acquisition of practical knowledge by medical students as the finish their course in the transition to graduate medical practice.
Original languageEnglish
Pages (from-to)683-689
Number of pages7
JournalAdvances in Medical Education and Practice
Volume8
DOIs
Publication statusPublished - 4 Oct 2017

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