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ORIGINAL ARTICLE
Year : 2017  |  Volume : 29  |  Issue : 4  |  Page : 223-227

Analyzing the effectiveness of teaching and factors in clinical decision-making


1 Department of Medical Education, Buddhist Tzu Chi General Hospital; Department of Medicine, College of Medicine, Tzu Chi University; Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan
2 Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan
3 Department of Medicine, College of Medicine, Tzu Chi University; Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan
4 Department of Pediatrics, Kaohsiung Medical University Hospital and Kaohsiung Medical University, Kaohsiung, Taiwan
5 Department of Ophthalmology, Mennonite Christian Hospital, Hualien, Taiwan

Correspondence Address:
Ming-Shinn Lee
Department of Education and Human Potentials Development, National Dong Hwa University, 1, Section 2, Da Hsueh Road, Hualien
Taiwan
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/tcmj.tcmj_34_17

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Objective: The aim of this study is to prepare junior physicians, clinical education should focus on the teaching of clinical decision-making. This research is designed to explore teaching of clinical decision-making and to analyze the benefits of an “Analogy guide clinical decision-making” as a learning intervention for junior doctors. Materials and Methods: This study had a “quasi-experimental design” and was conducted in a medical center in eastern Taiwan. Participants and Program Description: Thirty junior doctors and three clinical teachers were involved in the study. The experimental group (15) received 1 h of instruction from the “Analogy guide for teaching clinical decision-making” every day for 3 months. Program Evaluation: A “Clinical decision-making self-evaluation form” was used as the assessment tool to evaluate participant learning efficiency before and after the teaching program. Semi-structured qualitative research interviews were also conducted. Results: We found using the analogy guide for teaching clinical decision-making could help enhance junior doctors' self-confidence. Important factors influencing clinical decision-making included workload, decision-making, and past experience. Conclusion: Clinical teaching using the analogy guide for clinical decision-making may be a helpful tool for training and can contribute to a more comprehensive understanding of decision-making.


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