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dc.contributor.authorNishigori, Hiroshi
dc.contributor.authorMasuda, Kozo
dc.contributor.authorKikukawa, Makoto
dc.contributor.authorKawashima, Atsushi
dc.contributor.authorYudkowsky, Rachel
dc.contributor.authorBordage, Georges
dc.contributor.authorOtaki, Junji
dc.date.accessioned2012-05-14T20:00:49Z
dc.date.available2012-05-14T20:00:49Z
dc.date.issued2011
dc.identifier.bibliographicCitationNishigori, H., Masuda, K., Kikukawa, M., Kawashima, A., Yudkowsky, R., Bordage, G., & Otaki, J. 2011. A model teaching session for the hypothesis-driven physical examination. Medical Teacher, 33(5): 410-417. DOI: 10.3109/0142159X.2010.540269en
dc.identifier.issn0142-159X
dc.identifier.otherDOI: 10.3109/0142159X.2010.540269
dc.identifier.urihttp://hdl.handle.net/10027/8314
dc.descriptionThis is a copy of an article published in the journal Medical Teacher © 2011 Informa Healthcareen
dc.description.abstractIntroduction: The physical examination (PE) is an essential clinical competence for all physicians. Most medical schools have students learn the physical examination maneuvers using a head-to-toe (HTT) approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. Methods: We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. Results: A model nine-step HDPE teaching session was developed, including: 1) Orientation, 2) Anticipation, 3) Preparation, 4) Role Play, 5) Discussion-1, 6) Answers, 7) Discussion-2, 8) Demonstration, and 9) Reflection. Discussions and Conclusions: A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty are invited to teach the physical examination using this model.en
dc.language.isoen_USen
dc.publisherInforma Healthcareen
dc.subjectteaching and learningen
dc.subjectphysical examinationen
dc.subjecthypothesis-drivenen
dc.subjectdiagnostic reasoningen
dc.titleA model teaching session for the Hypothesis-driven Physical Examinationen
dc.typeArticleen


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