Clinically oriented physiology teaching: Strategy for developing critical-thinking skills in undergraduate medical students

Reem Rachel Abraham, Subramanya Upadhya, Sharmila Torke, K. Ramnarayan

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before (exam 1) and one after (exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 (P < 0.0001). Feedback from students indicated that this method was useful and challenging.

Original languageEnglish
Pages (from-to)102-104
Number of pages3
JournalAmerican Journal of Physiology - Advances in Physiology Education
Volume28
Issue number3
DOIs
Publication statusPublished - 01-09-2004

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Medical Students
Teaching
Students
Clinical Competence
Thinking
Motivation
Medicine
Learning

All Science Journal Classification (ASJC) codes

  • Physiology

Cite this

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abstract = "Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before (exam 1) and one after (exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 (P < 0.0001). Feedback from students indicated that this method was useful and challenging.",
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Clinically oriented physiology teaching : Strategy for developing critical-thinking skills in undergraduate medical students. / Abraham, Reem Rachel; Upadhya, Subramanya; Torke, Sharmila; Ramnarayan, K.

In: American Journal of Physiology - Advances in Physiology Education, Vol. 28, No. 3, 01.09.2004, p. 102-104.

Research output: Contribution to journalArticle

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