The influence of team-based learning in developing clinical reasoning skills to medical students: A mixed-method study

The influence of team-based learning in developing clinical reasoning skills to medical students: A mixed-method study - The influence of team-based learning in developing clinical reasoning skills to medical students

Status

Active, not recruiting

Phases

Unknown

Study type

Observational

Source

JPRN

Registry ID

JPRN-UMIN000053523

Enrollment

Registered

2024-02-02

Start date

2023-09-01

Completion date

Unknown

Last updated

2026-06-29

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Clinical reasoning

Interventions

None listed

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: The study sample comprised 89 fourth-year medical students at Yokohama City University School of Medicine, participating in TBL sessions that covered 10 major clinical symptoms identified in the core curriculum.

Exclusion criteria

Exclusion criteria: Students who were unable to participate in one of the conferences for any reason were excluded from the study.

Design outcomes

Primary

Measure	Time frame
The study sample comprised 89 fourth-year medical students at Yokohama City University School of Medicine, participating in TBL sessions that covered 10 major clinical symptoms identified in the core curriculum. Each session was 180 minutes. Before and after the educational intervention, student performance was measured using the script concordance test (SCT) on a 30-point scale, and self-assessed clinical reasoning competency was measured on a 7-point Likert scale. The SCT included pre-tests and post-tests of 30 questions each, with students randomly assigned to one of two test sets. A qualitative content analysis was conducted to explore the advantages of TBL in learning clinical reasoning.	—

Measure

Time frame

The study sample comprised 89 fourth-year medical students at Yokohama City University School of Medicine, participating in TBL sessions that covered 10 major clinical symptoms identified in the core curriculum. Each session was 180 minutes. Before and after the educational intervention, student performance was measured using the script concordance test (SCT) on a 30-point scale, and self-assessed clinical reasoning competency was measured on a 7-point Likert scale. The SCT included pre-tests and post-tests of 30 questions each, with students randomly assigned to one of two test sets. A qualitative content analysis was conducted to explore the advantages of TBL in learning clinical reasoning.

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Countries

Japan

Contacts

Public ContactKosuke Ishizuka

Yokohama City University School of Medicine Department of General Medicine

e103007c@yokohama-cu.ac.jp0457872800

Outcome results