Supporting the problem-based learning process in the clinical years: evaluation of an online Clinical Reasoning Guide.
OBJECTIVE
Implementing problem-based learning (PBL) in the clinical years of a medical degree presents particular challenges. This study investigated the effectiveness of using an online Clinical Reasoning Guide to assist integration of PBL in the clinical setting and promote further development of students' clinical reasoning abilities.


METHODS
A total of 52 students in 6 PBL groups, together with their 6 clinical tutors, participated in the study. Data were analysed from videotaped observations of tutorial activity and follow-up, semistructured interviews.


RESULTS
From both the student facilitators' and the clinical tutors' perspectives, the Guide proved an effective tool for augmenting the PBL process in clinical settings and promoting the development of clinical reasoning. By combining computer-aided learning with collaborative PBL tutorials it promoted individual as well as collaborative reasoning. There is also evidence to suggest that the Guide prompted students to look more critically at their own, their colleagues' and other clinicians' reasoning processes.
Ryan
Greg
G
Office of Teaching and Learning in Medicine, Faculty of Medicine, University of Sydney, Sydney, NSW 2006, Australia. gryan@dme.med.usyd.edu.au
Dolling
Terry
T
Barnet
Stewart
S
D002983:Clinical Competence / Q000592:standards; D003194:Computer-Assisted Instruction / Q000379:methods; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D007858:Learning; D018794:Problem-Based Learning / Q000379:methods*