Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?

Autor/inn/en	Gauthier, Geneviève; Lajoie, Susanne P.
Titel	Do Expert Clinical Teachers Have a Shared Understanding of What Constitutes a Competent Reasoning Performance in Case-Based Teaching?
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 42 (2014) 4, S.579-594 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-013-9290-5
Schlagwörter	Case Method (Teaching Technique); Experienced Teachers; Logical Thinking; Case Studies; Qualitative Research; Expertise; Problem Solving; Pedagogical Content Knowledge; Student Evaluation; Clinical Teaching (Health Professions); Medical Education + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Case study; Fallstudie; Case Study; Qualitative Forschung; Expert appraisal; Problemlösen; Pädagogische Kompetenz; Schulnote; Studentische Bewertung; Medizinische Ausbildung
Abstract	To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate whether they share a common concept of what constitutes a good reasoning performance for a set of three teaching cases. We ask expert teachers to reflect on their problem-solving performances to extract specific expectations regarding the assessment of learners. Using visual representations of their performance, experts inspect and identify whether key elements are considered critical, necessary, and useful for the assessment of learners' performance. Findings indicate that despite solving cases differently, expert teachers share a common concept regarding the key elements that demonstrate good clinical reasoning for specific cases. These results and methods used to trigger assessment criteria from expert clinical teachers show potential for the development of process measures in the assessment of clinical reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10