From October 18th to November 30th 2022, we gathered data from a survey set out to evaluate various aspects of the DID-ACT clinical reasoning curriculum. These aspects included personal data, objectives, technology, impact, learning activities, and assessment/feedback.
A total of 32 reviewers participated in this External Quality Review. The survey was based on quantitative questions, however, reviewers were also asked to add comments in free-text boxes.
Overall, the feedback received was very positive. The majority of participants evaluated the objectives and expectations of the curriculum as being clearly stated and that sufficient instructions were provided to work with and through the learning units. Most participants were able to navigate through the website and viewed the technology and media provided as playing a supporting role to the learning units. A large number of respondents (n=19) agreed that these learning units will improve students’/learners’ clinical reasoning abilities. The same number of respondents also agreed that the learning units will improve the way educators teach clinical reasoning. The learning activities were seen as aiding in engaging in and achieving the objectives set forth in the learning units. The different forms of assessment and feedback were considered appropriate and allowed learners to assess their progress.
Some respondents provided comments with valuable feedback, such as
- Some reviewers found the interface a bit “old- fashioned” and would have preferred a more convenient, modern interface, but one also mentioned that they did not experience any technical issues and still managed to follow the learning units with interest.
- Reviewers found the platform to be interesting, and the virtual patients, which are part of the curriculum “entertaining”, which indicates that these educational resources are encouraged learner interaction.
- Other reviewers commented on the excellent quality of the work created, and how important and novel the curriculum is to fill the gap of clinical reasoning knowledge in medical education. They also appealed to the importance of disseminating the curriculum, to both students and educators alike.
- Comments about the objectives included that they were clear and indicated that there would be no issues in understanding the process of the learning units.
Overall, we feel that we have gathered very positive feedback from our external reviewers in this survey, and are happy with its outcome. With all the reviews and feedback received, we will continue improving and sustaining the work that has been done in the DID-ACT project so far.