Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study.

Background: Self-explanation while individually diagnosing clinical cases has proved to be an effective instructional approach for teaching clinical reasoning. The present study compared the effects on diagnostic performance of self-explanation in small groups with the more commonly used hypothetico-deductive approach.

Methods: Second-year students from a six-year medical school in Saudi Arabia (39 males; 49 females) worked in small groups on seven clinical vignettes (four criterion cases representing cardiovascular diseases and three 'fillers', i.

Evaluating a masters of medical education program: attaining minimum quality standards?

Background: As more Masters of Medical Education programs (MMEPs) become available, the quality of these programs will be under increased scrutiny.

Aims: We applied World Federation for Medical Education (WFME) quality standards in an internal evaluation process involving participants and faculty to determine: (i) if our MMEP met minimum quality standards (ii) if WFME standards provided a useful framework to evaluate minimum standards in our context and (iii) whether the program was perceived as developing future educational leaders.

Methods: A cross-sectional researcher developed survey, interviews and secondary data analysis were utilized for data collection.