Case-based teaching & clinical reasoning: Seeing how students think with PATSy

Cox, Richard and Lum, Carmel (2003) Case-based teaching & clinical reasoning: Seeing how students think with PATSy. In: Brumfitt, Shelagh (ed.) Innovations in professional education for Speech and Language Therapists. Wiley, pp 169-196. ISBN 9781861563859

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Abstract

This chapter introduces PATSy (www.patsy.ac.uk): a web-based multimedia database shell that has been designed to accept data from any discipline that has cases. PATSy makes `virtual patients' available to trainees, educators and researchers in various clinical professions and cognate academic disciplines. The systems contains 61 data-rich and extensively described cases of adults and children with disorders that can be accessed under 4 domain headings - speech and language, dyslexia, medical rehabilitation and neuropsychology. PATSy functions as both an archive for research and clinical cases and a community resource. A brief history on the development of PATSy is provided, together with a description of a typical student user session. The roles that PATSy can play in speech and language therapy education are also discussed. Different methods of teaching with PATSy and examples of how PATSy supports didactic, case-based and problem-based methods of teaching and learning in speech and language therapy are provided. The use of PATSy as a research tool for studying clinical reasoning and problem-solving is described and illustrated with examples from an investigation of student reasoning. It is argued that PATSy can act as bridges between research and education and between research and clinical practise.

Item Type: Book Section
Additional Information: Presents findings from a study of health science students' clinical (diagnostic) reasoning. Students diagnosed an previously unseen virtual patient case using PATSy (www.patsy.ac.uk) a widely used online case-based teaching, learning and research resource developed by the authors. Rich process data of students reasoning trajectories was captured online in real-time by the e-learning system itself (an innovative research methodology), and these data were triangulated with traditionally-measured academic performance (e.g. assignment reports). Study was innovative in its use of data and method triangulation and an e-learning system for research in clinical education. Two broad types of clinical reasoning difficulty were indentified - issues related to lack of domain-specific knowledge and those associated with general (domain-independent) reasoning skills e.g. search heuristics. This chapter contributed to a book which has been very influential on clinical science teaching practice. A recent review of the book states "It is very difficult to become a good clinician, and students need the kind of help discussed in this book." (E. McCartney (2005), Int J Language & Communication Disorders, 40(4), 525-528).
Schools and Departments: School of Engineering and Informatics > Informatics
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Depositing User: Richard Cox
Date Deposited: 06 Feb 2012 20:27
Last Modified: 12 Apr 2012 08:28
URI: http://sro.sussex.ac.uk/id/eprint/25988
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