Analyzing the effectiveness of teaching and factors in clinical decision-making

OBJECTIVE: The aim of this study is to prepare junior physicians, clinical education should focus on the teaching of clinical decision-making. This research is designed to explore teaching of clinical decision-making and to analyze the benefits of an “Analogy guide clinical decision-making” as a learning intervention for junior doctors. MATERIALS AND METHODS: This study had a “quasi-experimental design” and was conducted in a medical center in eastern Taiwan. Participants and Program Description: Thirty junior doctors and three clinical teachers were involved in the study. The experimental group (15) received 1 h of instruction from the “Analogy guide for teaching clinical decision-making” every day for 3 months. Program Evaluation: A “Clinical decision-making self-evaluation form” was used as the assessment tool to evaluate participant learning efficiency before and after the teaching program. Semi-structured qualitative research interviews were also conducted. RESULTS: We found using the analogy guide for teaching clinical decision-making could help enhance junior doctors’ self-confidence. Important factors influencing clinical decision-making included workload, decision-making, and past experience. CONCLUSION: Clinical teaching using the analogy guide for clinical decision-making may be a helpful tool for training and can contribute to a more comprehensive understanding of decision-making.