Learning-by-Concordance (LbC): introducing undergraduate students to the complexity and uncertainty of clinical practice.
BACKGROUND
A current challenge in medical education is the steep exposure to the complexity and uncertainty of clinical practice in early clerkship. The gap between pre-clinical courses and the reality of clinical decision-making can be overwhelming for undergraduate students. The Learning-by-Concordance (LbC) approach aims to bridge this gap by embedding complexity and uncertainty by relying on real-life situations and exposure to expert reasoning processes to support learning. LbC provides three forms of support: 1) expert responses that students compare with their own, 2) expert explanations and 3) recognized scholars' key-messages.


METHODS
Three different LbC inspired learning tools were used by 900 undergraduate medical students in three courses: Concordance-of-Reasoning in a 1st-year hematology course; Concordance-of-Perception in a 2nd-year pulmonary physio-pathology course, and; Concordance-of-Professional-Judgment with 3rd-year clerkship students. Thematic analysis was conducted on freely volunteered qualitative comments provided by 404 students.


RESULTS
Absence of a right answer was challenging for 1styear concordance-of-reasoning group; the 2ndyear visual concordance group found radiology images initially difficult and unnerving and the 3rdyear concordance-of-judgment group recognized the importance of divergent expert opinion.


CONCLUSIONS
Expert panel answers and explanations constitute an example of "cognitive apprenticeship" that could contribute to the development of appropriate professional reasoning processes.
Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université de Montreal.
Nicolas
N
Fernandez
University of Toronto, ON.
Amélie
A
Foucault
Faculty of Medicine, University of Montreal.
Serge
S
Dubé
Department of Family Medicine and Emergency Medicine, Faculty of Medicine, Université de Montreal.
Diane
D
Robert
Faculty of Medicine, University of Montreal.
Chantal
C
Lafond
Faculty of Medicine, University of Montreal.
Anne-Marie
AM
Vincent
Faculty of Medicine, University of Montreal.
Jeannine
J
Kassis
Emerge Inc., Montréal, QC.
Driss
D
Kazitani
Faculty of Medicine, University of Montreal.
Bernard
B
Charlin