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Table 1 Analysis of the IWB/CRL sessions

From: Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

Objectives of learning test requesting, interpretation and use for medical studentsN = 22
1. Clinically assess the patient100%
2. Identify the question/the indication100%
  No. of questions/indications2.48 ± 1.34
  Type % (diagnosis/aetiology/prognosis/evolution/complication/treatment)35/70/35/22/65/9
  Suggestion of a diagnostic test100%
  No. of diagnostic tests suggested8.05 ± 3.21
  Mention of an indication/test63.6%
• Test a hypothesis90.9%
• Conform to recommendations0.0%
• “Systematic approach”0.0%
• Assess the time course63.6%
• Adapt the treatment4.5%
Appropriateness of the test regarding the diagnostic hypothesis
 Mention of the looked-for nonclinical signs/test26.1%
3. Suggest one or more hypotheses100%
No. of hypotheses7.23 ± 2.27
4. Assess the potential contraindications, feasibility, requirements and risks of the diagnostic test
 Risks and adverse events discussed30.4%
 Feasibility and limits discussed17.4%
6. Specify the conditions for conducting the test31.3%
No. of diagnostic tests interpreted4.36 ± 1.59
• Biology/laboratory0.90 ± 0.89
• Functional2.09 ± 1.27
• Imaging1.09 ± 0.68
• Nuclear medicine0.05 ± 0.21
• Cytology – Anatomic pathology0.05 ± 0.21
• Other0.05 ± 0.21
8. Verify the interpretability of the results23.8%
9. Compare the results with reference values, previous personal values, post-challenge values100%
No. of nonclinical signs identified8.57 ± 5.27
• No. of positive signs identified5.48 ± 3.14
• No. of negative signs identified3.10 ± 2.93
10. Interpret the results: use signs to answer the question – affirm or eliminate the hypothesis54.5%