Do expert clinical teachers have a shared understanding of what constitutes a competent reasoning performance in case-based teaching?

To explore the assessment challenge related to case based learning we study how experienced clinical teachers—i.e., those who regularly teach and assess case-based learning—conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case s...

Full description

Saved in:
Bibliographic Details
Published in:Instructional science 2014-07, Vol.42 (4), p.579-594
Main Authors: Gauthier, Geneviève, Lajoie, Susanne P.
Format: Article
Language:English
Subjects:
CAI
Case Method (Teaching Technique)
Case Studies
Clinical experience
Clinical Teaching (Health Professions)
Cognition & reasoning
Computer assisted instruction
Education
Educational Environment
Educational Psychology
Experienced Teachers
Expertise
Learning
Learning and Instruction
Logical Thinking
Medical Education
Pedagogic Psychology
Pedagogical Content Knowledge
Pedagogy
Problem based learning
Problem Solving
Professional Education
Qualitative Research
Reasoning
Student Evaluation
Student evaluation of teacher performance
Teachers
Teaching methods
Visual materials
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:To explore the assessment challenge related to case based learning we study how experienced clinical teachers—i.e., those who regularly teach and assess case-based learning—conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate whether they share a common concept of what constitutes a good reasoning performance for a set of three teaching cases. We ask expert teachers to reflect on their problem-solving performances to extract specific expectations regarding the assessment of learners. Using visual representations of their performance, experts inspect and identify whether key elements are considered critical, necessary, and useful for the assessment of learners' performance. Findings indicate that despite solving cases differently, expert teachers share a common concept regarding the key elements that demonstrate good clinical reasoning for specific cases. These results and methods used to trigger assessment criteria from expert clinical teachers show potential for the development of process measures in the assessment of clinical reasoning.
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-013-9290-5