2024/09/16 by Becker, Tim, Marc André Ackermann, Ackermann, Marc André +2
Medicine · #Clinical Reasoning #Clinical Reasoning and Diagnostic Skills #Innovations in Medical Education #Key-Feature-Fälle #Medical Education and Admissions #Medicine and health #Zahnmedizinstudium #clinical decision-making #clinical reasoning #dental education #dental licensing regulations #digital teaching #digitale Lehre #e-learning #formative Prüfung #formative examination #key feature cases #klinische Entscheidungskompetenz #test-enhanced learning #testgestütztes Lernen #virtual patients #virtuelle Patient*innen #zahnärztliche Approbationsordnung
paper · doi:10.3205/zma001694
openalex publication_date 2024/09/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
Introduction: Clinical reasoning ability is one of the core competencies of physicians. It should already be trained during undergraduate medical education. At University Medical Center Göttingen (UMG), medical students can participate in formative key feature examinations in which they work on virtual patient cases in order to apply and deepen the procedural knowledge acquired in lectures and seminars. Problem and objective: curriculum at the same institution. Therefore, the current project aimed to evaluate the feasibility of formative key feature examinations in dental education. Methods: In 2022, new key feature cases focusing on dental-surgical teaching content were created. For pilot testing, the new cases were worked on by two cohorts of dental students via an online learning platform in February 2023. The students were also asked to complete an anonymous online questionnaire in order to evaluate the new teaching format. Results: Overall, the formative key feature examinations were evaluated positively by the dental students, and they demanded for further dental key feature cases. However, descriptive analyses of item characteristics as well as students' comments in the questionnaire revealed some potential for improvements, so that a few cases were partly revised afterwards. Conclusion and outlook: This project shows that formative key feature examinations are feasible in dental education and that dental students can benefit from working on virtual case scenarios. Whether dental students' clinical reasoning competence can be improved by completing formative key feature examinations is being investigated in an ongoing study at the UMG.