Students
Conditions
Brief summary
Clinical reasoning is an important cognitive process in medical decision making. In recent years, medical education advocates holistic medicine, but systematic learning is rare in school education.Therefore, this study used an empathy experience course to conduct a case-oriented clinical reasoning training course to improve the empathy and clinical reasoning skills of pre-clinical students in occupational therapy through four sessions.
Detailed description
Objective: To investigate effectiveness of using empathy experience courses to guide the students who prior to occupational therapy(OT) practice in case-base clinical reasoning. Materials and Methods: 30 students were recruited from 8 universities in Taiwan and randomly divided into an experimental group and a control group. The experimental group was given four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning, while the control group was given case studies. Tests were administered before and after the series of sessions, including case report writing, C-JES-HPS, SACRR, and a follow-up visit at the end of the first phase of clinical practice using the C-JES-HPS and SACRR; course satisfaction surveys were completed after each session and at the follow-up visit to observe course satisfaction, usefulness, and recommendations. Data were analyzed using SPSS (version 20.0) with a significance level of 0.05. Univariate analyses with repeated measures 2-way analysis of variance were used to compare changes in empathy and clinical reasoning ability between the two groups of subjects and course satisfaction was presented as descriptive statistics. It was hypothesized that a case-oriented clinical reasoning training program using an empathy experience program would improve empathy and clinical reasoning skills in pre-practicum students in occupational therapy.
Interventions
BEHAVIORALEmpathy experience courses and case-base clinical reasoning
Four 3-hour training sessions over 2 weeks, which included group instruction on empathy experience, clinical reasoning, and functional therapy case-oriented learning.
OTHERcase studies
active control: case studies(text)
Sponsors
Taipei Medical University Shuang Ho Hospital
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
20 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
* Occupational therapy students from National Taiwan University, Kaohsiung Medical University, Sun Yat-sen Medical University, National Cheng Kung University, Chang Gung University, IShou University, Fu Jen Catholic University, and Asia University who have completed their major credits and will be interning in a clinical hospital. * Must be at least 20 years old and under 65 years old.
Exclusion criteria
* Those who are unable to attend the whole course. * Those who have not completed their school credits and are unable to go to the clinical hospital for internship. * Those who do not speak Chinese or English as their native language.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Chinese version of the Jefferson Scale of Empathy-Health Profession Students | Change from Baseline at 2 weeks | A total of 20 questions were used to self-assess participants' empathy status and were scored using a 7-point Likert scale. The content covered three sections, including 10 questions on the perspective taking section, 8 questions on the compassionate care section, and 2 questions on standing in the patient's shoes. |
| The Self-Assessment of Clinical Reflection and Reasoning | Change from Baseline at 2 weeks | A 26-item, five-point Likert scale was used to self-assess clinical reasoning skills, including strongly disagree, disagree, unsure, agree, and strongly agree. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Satisfaction Questionnaire | up to 2 weeks | The researchers designed the form to understand the subjects' satisfaction with the content of the training course, the usefulness of the training course for clinical practice, and their suggestions for the training course. Satisfaction with the content of the training course and the usefulness of the training course for clinical practice were rated on a five-point Likert scale of very dissatisfied, dissatisfied, fair, satisfied, and very satisfied. |
Countries
Taiwan
Contacts
Primary ContactHanyun Hsiao, master
Outcome results
None listed