Reflection and Feedback in Clinical Reasoning

Seoul National University

Status: Completed

Conditions: Educational Problems

Treatments: Other: Reflection and feedback; Other: Lecture

Study type: Interventional

Funder types: Other

Identifiers

NCT03472001

SMG-180105

Details and patient eligibility

About

Medical students' abilities to diagnose skin lesions after dermatology electives often remain unsatisfactory despite a dermatology elective being one of the most effective ways to improve their clinical reasoning. Feedback and reflection are two basic teaching methods used in clinical settings. This study aimed to investigate the effectiveness of structured reflection and immediate feedback in improving of medical students' evaluation of skin lesions.

Enrollment: 87 patients

Sex: All

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Fourth-year medical students at Seoul National University College of Medicine
• Students taking 2-week dermatology elective courses

Exclusion criteria

• Students who do not complete the whole course

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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87 participants in 3 patient groups

Training group

Experimental group

Description:

2-hour training based on reflection and feedback

Treatment:

Other: Reflection and feedback

Lecture group

Active Comparator group

Description:

1-hour lecture

Treatment:

Other: Lecture

Control group

No Intervention group

Description:

The remaining students only attending dermatology electives