Teaching conflict management to medical students: a randomized controlled trial.

Background: Conflict is an inevitable aspect of healthcare team collaboration. Effective conflict management training can improve the performance of healthcare teams. This study aimed to investigate the effect of conflict management education based on the Fogg model on the attitude of medical students toward conflict management.

Validity and reliability of Brier scoring for assessment of probabilistic diagnostic reasoning.

Objectives: Educators need tools for the assessment of clinical reasoning that reflect the ambiguity of real-world practice and measure learners' ability to determine diagnostic likelihood. In this study, the authors describe the use of the Brier score to assess and provide feedback on the quality of probabilistic diagnostic reasoning.

Methods: The authors describe a novel format called Diagnostic Forecasting (DxF), in which participants read a brief clinical case and assign a probability to each item on a differential diagnosis, order tests and select a final diagnosis.

Assessment of management reasoning: Design considerations drawn from analysis of simulated outpatient encounters.

Purpose: Management reasoning is a distinct subset of clinical reasoning. We sought to explore features to be considered when designing assessments of management reasoning.

Methods: This is a hybrid empirical research study, narrative review, and expert perspective.

Co-creating a suite of patient decision aids for parents of an infant or young child with differences of sex development: A methods roadmap.

Introduction: Parents and guardians of infants and young children with differences of sex development (DSD) often face numerous health and social decisions about their child's condition. While proxy health decisions can be stressful in any circumstance, they are further exacerbated in this clinical context by significant variations in clinical presentation, parental lack of knowledge about DSD, irreversibility of some options (e.g.

The power of written word: Reflection reduces errors of omission.

Background: Medical trainees are expected to perform complex tasks while experiencing interruptions, which increases susceptibility to errors of omission. In our study, we examine whether documentation of clinical encounters increases reflective thinking and reduces errors of omission among novice learners in a simulated setting.

Methods: In 2021, 56 senior medical students participated in a simulated paging curriculum involving urgent inpatient cross-cover scenarios (sepsis and atrial fibrillation).