Browsing by Subject "Clinical reasoning"

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    A Prompt for Generating Script Concordance Test UsingChatGPT, Claude, and Llama Large Language ModelChatbots
    (Universidad de Murcia. Servicio de publicaciones, 2024) Kıyak, Yavuz Selim; Emekli, Emre
    Medical education always evolves to incorporate more tools for specific needs in assessing clinicalreasoning skills. Among these tools, Script Concordance Test (SCT) has a particular importancedue to its focus on assessing decision-making in uncertain clinical situations. However,development of SCT items is effortful. Artificial intelligence tools, such as large language models,offer significant benefits. These models are already used for generating multiple-choice questions,and their use in generating SCTs offers great promise. However, this requires well-designedprompts to generate SCTs. This article proposes a generic prompt for the ChatGPT-4, Claude 3,Llama 3, and ChatGPT-4o large language model chatbots to generate SCTs, which can be tailoredto various fields of medicine and different stages of medical education. It can help to streamlinethe development process of SCTs. Initial findings are promising, and there is a need for generatingSCTs using large language models and conducting research to assess the quality of SCTs
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    ContExtended Questions (CEQ) to Teach and Assess Clinical Reasoning: A New Variant of F-Type Testlets
    (Centro de Estudios en Educación Médica de la Universidad de Murcia (CeuEM) y Universidad de Murcia. Servicio de publicaciones, 2021) Kıyak, Yavuz Selim; Budakoğlu, Işıl İrem; Kula, Serdar; Coşkun, Özlem
    This study introduces ContExtended Questions (CEQ), which is a toolboth to teach and assess clinical reasoning particularly in the preclinical years,and the web-based program to implement. CEQ consists of text-based case-basedmultiple-choice questions that provide patient data in a fixed and predeterminedsequence. It enables the examinees to develop and reshape their illness scripts byusing feedback after every question. Feedback operates to transform theexaminee’s failure into a “productive failure”. The preliminary results of therandomized controlled experiment of teaching clinical reasoning to preclinicalstudents through CEQ is quite satisfactory. In the medical education literature,this would be the first time that students, who have no or very limited clinicalexperience, developed their illness scripts just by taking formative multiple-choicetests. The approach would be named “test-only learning”. The complete results ofthe experiment and then more experiments in other contexts and domains arenecessary to establish a more powerful assessment tool and software.Furthermore, by changing the content of the questions, it is possible to use CEQ inevery period of medical education and health professions education.