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A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students

A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students
A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students
Aims: This study aimed to evaluate the ‘think aloud’ teaching exercise's ability to develop clinical reasoning skills of student paramedics, and to ascertain its feasibility as an ongoing method to enhance clinical reasoning teaching and potentially alleviate problems around applying theoretical learning to practice.

Methods: A qualitative approach was taken to seek the opinions and experiences of students taking part in the activity to determine levels of enjoyment, how relatable it was to students, and awareness of the skills it was intended to develop. Data collected via an online survey tool were analysed to identify themes and comments.

Findings: Student enjoyment and engagement were evident, and the exercise permitted independence of thought and working, promoting self-appraisal among students of the effectiveness of the working strategy.

Conclusion: The results of this case study indicate that the think aloud exercise could be effective in developing students' clinical reasoning skills. It complements established teaching strategies, such as core lectures, seminars and supervised practice.
1759-1376
310-314
Halls, Amy
75f2a817-41cf-4283-8276-2088d7d27429
Downs, Simon
ce51e242-fa3d-4ac6-a392-2604542e39f3
Halls, Amy
75f2a817-41cf-4283-8276-2088d7d27429
Downs, Simon
ce51e242-fa3d-4ac6-a392-2604542e39f3

Halls, Amy and Downs, Simon (2020) A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students. Journal of Paramedic Practice, 12 (8), 310-314. (doi:10.12968/jpar.2020.12.8.310).

Record type: Article

Abstract

Aims: This study aimed to evaluate the ‘think aloud’ teaching exercise's ability to develop clinical reasoning skills of student paramedics, and to ascertain its feasibility as an ongoing method to enhance clinical reasoning teaching and potentially alleviate problems around applying theoretical learning to practice.

Methods: A qualitative approach was taken to seek the opinions and experiences of students taking part in the activity to determine levels of enjoyment, how relatable it was to students, and awareness of the skills it was intended to develop. Data collected via an online survey tool were analysed to identify themes and comments.

Findings: Student enjoyment and engagement were evident, and the exercise permitted independence of thought and working, promoting self-appraisal among students of the effectiveness of the working strategy.

Conclusion: The results of this case study indicate that the think aloud exercise could be effective in developing students' clinical reasoning skills. It complements established teaching strategies, such as core lectures, seminars and supervised practice.

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Think aloud loud case study addressing reviewer comments v3 - Accepted Manuscript
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More information

Accepted/In Press date: 8 January 2020
e-pub ahead of print date: 11 August 2020
Published date: August 2020

Identifiers

Local EPrints ID: 444882
URI: http://eprints.soton.ac.uk/id/eprint/444882
ISSN: 1759-1376
PURE UUID: 1f70671c-c86e-489a-bd90-6e80b5449aea

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Date deposited: 09 Nov 2020 17:32
Last modified: 17 Mar 2024 06:02

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Contributors

Author: Amy Halls
Author: Simon Downs

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