Teaching therapy decision-making to medical students. A prospective mixed-methods evaluation of a curricular innovation

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dc.article.number1533
dc.contributor.authorGarcía-Huidobro Munita, Diego Nicolás
dc.contributor.authorFernandez, Joaquín
dc.contributor.authorEspinosa, Pilar
dc.contributor.authorLustig, Nicole
dc.contributor.authorPerez, Ignacio
dc.contributor.authorLetelier Saavedra, Luz María
dc.date.accessioned2025-01-03T15:22:14Z
dc.date.available2025-01-03T15:22:14Z
dc.date.issued2024
dc.date.updated2024-12-29T01:05:47Z
dc.description.abstractTherapy decision-making (TDM) is an essential medical skill. However, teaching therapeutic reasoning poses significant challenges. We present a comprehensive TDM course for medical students and report on student satisfaction with the educational strategies, their perceived importance of various TDM domains, and their self-efficacy in incorporating these elements into clinical decisions. Methods Three student cohorts participated in a 16-week TDM course, which included self-instruction modules, application assignments, faculty symposia, and application seminars as educational strategies. The course focused on TDM and emphasized how factors such as the patient’s diagnosis, needs and preferences, treatment options, physicians’ viewpoints, the patient-physician relationship, and contexts of medical practice impact TDM. After the course, students completed a before-and-after survey assessing their satisfaction with the educational strategies, their perceived importance of ten TDM domains, and their ability to incorporate these domains into patient management. Scores ranged from 1 to 10. Students from the first two cohorts completed a 1- and 2-year follow-ups. Results A total of 387 students completed the course. All educational strategies were well-received, with self-instruction modules and faculty symposia yielding the highest satisfaction rates (94.8% and 88.6% respectively). Before-and-after evaluations indicated that students` perceived importance of the TDM domains increased from an average of 8.0 ± 2.4 at baseline to 9.9 ± 1.0 after the course. Additionally, their perceived ability to integrate TDM domains into practice rose from an average of 5.2 ± 3.2 to 9.4 ± 1.5 by the end of the course. Follow-up results showed a decrease in these outcomes over time. Conclusion This course serves as a successful model for systematically teaching TDM to medical students.
dc.identifier.doi10.1186/s12909-024-06421-y
dc.identifier.urihttps://doi.org/10.1186/s12909-024-06421-y
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/89493
dc.information.autorucEscuela de Medicina; García-Huidobro Munita, Diego Nicolás; 0000-0003-1964-7640; 16671
dc.information.autorucEscuela de Medicina; Letelier Saavedra, Luz María; 0000-0002-4150-2985; 52245
dc.issue.numero1
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final10
dc.pagina.inicio1
dc.revistaBMC Medical Education
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Attribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectTherapeutic reasoning
dc.subjectTherapy decisionmaking
dc.subjectMedical school
dc.subjectMedical education
dc.subjectMedical students
dc.subjectMedicine
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.subject.ods03 Good health and well-being
dc.subject.ods04 Quality education
dc.subject.odspa03 Salud y bienestar
dc.subject.odspa04 Educación de calidad
dc.titleTeaching therapy decision-making to medical students. A prospective mixed-methods evaluation of a curricular innovation
dc.typeartículo
dc.volumen24
sipa.codpersvinculados16671
sipa.codpersvinculados52245
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