Educational Practice Based on Hypothesis-Driven Physical Examination
- VernacularTitle:鑑別診断を考えながら行う身体診察 (HDPEモデル) に基づく教育実践 ―認知的徒弟制の枠組みを用いた学生によるシナリオ作成とその成果―
- Author:
Kyoko YAMAMOTO
1
;
Seiji SHIOTA
2
;
Mikiko NAKAGAWA
2
;
Takaaki KITANO
1
;
Eishi MIYAZAKI
1
Author Information
- Keywords: Hypothesis-Driven Physical Examination; mutual learning for learners; cognitive apprenticeship; intrinsic motivation; hybrid classes
- From:Medical Education 2021;52(3):241-245
- CountryJapan
- Language:Japanese
- Abstract: During the coronavirus pandemic, we focused on Hypothesis-Driven Physical Examination (HDPE), which is performed while considering physical examination and differential diagnosis as issues that can be learned without directly having contact with patients. We created HDPE scenarios with students who elected general medicine in Clinical Clerkship 2, and we implemented HDPE using that scenario on the last day of the clerkship. The scenario was created online and HDPE was conducted face-to-face. Students could learn correct medical examination techniques and manners through mutual learning. In addition, they could acquire communication and lifelong learning abilities through cooperative learning. We were able to enhance the learning effect through mutual learning that works on the students’ own intrinsic motivation in terms of both creating scenarios for the framework of cognitive apprenticeship and implementing HDPE.
