Teaching from the clinical reasoning literature: combined reasoning strategies help novice diagnosticians overcome misleading information.

Objective: Previous research has revealed a pedagogical benefit of instructing novice diagnosticians to utilise a combined approach to clinical reasoning (familiarity-driven pattern recognition combined with a careful consideration of the presenting features) when diagnosing electrocardiograms (ECGs). This paper reports 2 studies demonstrating that the combined instructions are especially valuable in helping students overcome biasing influences.

Methods: Undergraduate psychology students were trained to diagnose 10 cardiac conditions via ECG presentation.

Practice makes perfect: the critical role of mixed practice in the acquisition of ECG interpretation skills.

Purpose: To examine the effect of instructional format on medical students' learning of ECG diagnosis.

Method: Two experiments employed different learning and practice methods. In the first, students were randomly allocated to one of two instructional approaches, one organized around features (e.

Self and peer assessment in tutorials: application of a relative-ranking model.

Purpose: While self assessment continues to be touted as being of paramount importance for continuing professional competence, problem-based learning curricula, and adult learning theory, techniques for ensuring valid judgments have proven elusive. This study tested the applicability of an innovative relative-ranking procedure to problem-based learning tutorials.

Method: A total of 36 students in the McMaster University Faculty of Health Sciences' MD program were provided relative-ranking forms listing seven domains of competence along with their definitions.