The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme

Groves, M., O'Rourke, P., & Alexander, Heather (2003) The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme. Medical Teacher, 25(6), pp. 626-631.

View at publisher


This study sought to assess the extent to which the entry characteristics of students in a graduate-entry medical programme predict the subsequent development of clinical reasoning ability. Subjects comprised 290 students voluntarily recruited from three successive cohorts of the University of Queensland's MBBS Programme. Clinical reasoning was measured once a year over a period of three years using two methods, a set of 10 Clinical Reasoning Problems (CRPs) and the Diagnostic Thinking Inventory (DTI). Data on gender, age at entry into the programme, nature of primary degree, scores on selection criteria (written examination plus interview) and academic performance in the first two years of the programme were recorded for each student, and their association with clinical reasoning skill analysed using univariate and multivariate analysis. Univariate analysis indicated significant associations between CRP score, gender and primary degree with a significant but small association between DTI and interview score. Stage of progression through the programme was also an important predictor of performance on both indicators. Subsequent multivariate analysis suggested that female gender is a positive predictor of CRP score independently of the nature of a subject's primary degree and stage of progression through the programme, although these latter two variables are interdependent. Positive predictors of clinical reasoning skill are stage of progression through the MBBS programme, female gender and interview score. Although the nature of a student's primary degree is important in the early years of the programme, evidence suggests that by graduation differences between students' clinical reasoning skill due to this factor have been resolved.

Impact and interest:

18 citations in Scopus
Search Google Scholar™
11 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 95200
Item Type: Journal Article
Refereed: No
Additional Information: Cited By :16
Export Date: 18 April 2016
Keywords: academic achievement, adolescent, adult, article, Australia, controlled study, education program, examination, female, human, interview, learning, male, medical education, medical student, multivariate analysis, prediction, scoring system, sex difference, thinking, Age Factors, Analysis of Variance, Attitude of Health Personnel, Clinical Competence, Cohort Studies, Curriculum, Education, Medical, Undergraduate, Educational Status, Health Knowledge, Attitudes, Practice, Humans, Interviews, Linear Models, Logic, Predictive Value of Tests, Problem Solving, Problem-Based Learning, Queensland, Questionnaires, School Admission Criteria, Sex Factors, Students, Medical, Time Factors
DOI: 10.1080/01421590310001605679
ISSN: 0142-159X
Divisions: Current > QUT Faculties and Divisions > Division of International and Development
Copyright Owner: Copyright 2003 Medical Teacher
Deposited On: 29 Apr 2016 01:42
Last Modified: 29 Apr 2016 01:42

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page