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    The Effect of Medical Students’ Problem-Solving Perceptions and Achievement on Clinical Reasoning Levels
    (Seyit Ahmet KIRAY, 2022) Tekın, Murat; Yurdal, Mustafa Onur; Uysal, Ibrahim; Aytug-kosan, Aysen Melek; Toraman, Cetin
    Clinical reasoning is important in medical education in terms of achieving the purpose of clinical practice. 3 cases in which clinical reasoning prepared by relevant experts from 3 different departments were applied to Year-5 students. As an indicator of academic success, the final grade of the internship and the general success average were taken. Problem solving perception scale was applied. This research aimed to examine the relationships between the problem solving, clinical reasoning and academic achievement levels of medical students. It was observed that clinical case evaluations showed a positive correlation with each other, a positive correlation was found between clinical case evaluations and problem solving perception, and the final grade of internship and GPA did not correlate with both clinical case assessment and problem solving perception. It is necessary to determine whether the clinical reasoning processes are used adequately by the students in medical education and the education programs should be reviewed and arranged accordingly.
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    Öğe
    The Impact of Social Interaction, Academic Achievement, and Cognitive Flexibility Levels on Clinical Reasoning: Statistical Discourse Analysis
    (Seyit Ahmet KIRAY, 2023) Toraman, Cetin; Akman, Canan; Aytug-kosan, Aysen Melek; Korkmaz, Gunes
    This study aims to analyze the impact of intern physicians' social interaction during teamwork, their cognitive flexibility and academic achievement on clinical reasoning. The study, designed through sequential exploratory mixed method, was carried out with 20 intern physicians working in 4 teams. The process of how they approach to the case was recorded. The verbal interactions made during the discussions in the teams were analyzed, the discourses obtained from the videos were coded and modelled by regression. In addition, the cognitive flexibility and academic achievement levels of intern physicians were also included in the regression modelling. The results showed that, according to the initial signs and symptoms of the first period of the case (when uncertainty was high), the team members informing each other resulted in success in clinical reasoning. Although guiding in the first period was not very effective, excessive guiding in the second period played a negative role in clinical reasoning. In the second period, ignoring, reminding, and suggesting had a negative impact on clinical reasoning. Our study demonstrated that academic achievement and cognitive flexibility levels of the students in teamwork has a positive impact on the quality of clinical reasoning. Moreover, for effective clinical reasoning, the quality of discourses in the team is more important than how many discourses are created during the discussions.