Students’ mathematical reasoning skills on number pattern using PMRI and collaborative learning approach

Students need to have good mathematical reasoning skills when learning number pattern material. The use of video media through the PMRI approach and collaborative learning can be applied in learning activities to have good mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning on number pattern material for class VIII students. This research uses a descriptive type of research. The research subjects were students of class VIII.A, SMP Srijaya Negara Palembang, with 25 students (12 males and 13 females) out of a total of 39 students. Data collection techniques are observation, a written test consisting of two test questions, and interviews. The data analysis technique is descriptive. The results obtained from this study are the students' mathematical reasoning skills after the learning process using video media with the PMRI approach and collaborative learning on the number pattern material of grade VIII.A students of SMP Srijaya Negara Palembang are good, with an average value of 68.89. The indicator that appears the most is "submit a conjecture," while the indicator that appears the least is "draw a conclusion." Using video media through the PMRI approach and collaborative learning during learning can make students have good mathematical reasoning skills.

Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558

In the original version of the paper [...]

132 Assessment Tools to Measure Clinical Reasoning While Attending Simulation-Based Courses

Clinical reasoning is interconnected with decision-making which is a critical element to ensure patient safety [1]. To avoid practice mistakes, healthcare professionals should be competent with effective clinical reasoning skills. To develop effective clinical reasoning skills, healthcare professionals should get the chance to practise and be exposed to various experiences and levels of patient complexities. Simulation can immerse learners in scenarios that mimic clinical situations, simultaneously mitigating safety risks and increasing standardization in healthcare education [2]. Through simulation, learners can get the chance to practise clinical reasoning with focussed learning opportunities [3]. Several assessment tools have been used to measure clinical reasoning while attending simulation-based activities. However, we would like to explore the most valid and reliable tools to assess clinical reasoning while attending simulation, in addition to finding out whether these tools have considered the seniority and competency levels of their users.A scoping review was undertaken to answer the questions: What are the best available valid and reliable tools to evaluate clinical reasoning while attending simulation-based activities? Do we have valid and reliable clinical reasoning assessment tools for simulation that measure clinical reasoning considering different seniority and competency levels? We searched Medline, Scopus, Education Research Complete, and Google Scholar to identify relevant recent primary research conducted on this topic from 2000 onwards. The search included MeSH topics of: ‘Clinical reasoning’, ‘Simulation-based courses’ and ‘Clinical Reasoning tools’. The inclusion criteria were primary studies that described the use of tools measuring clinical reasoning while attending simulation-based courses. Two independent researchers agreed on the inclusion of the identified papers for full-text review. This review followed the review guidelines of Joanne Briggs institute.There are valid and reliable tools to evaluate clinical reasoning while attending simulation which is Clinical Reasoning Evaluation Simulation Tool CREST [1]; Lasater Clinical Judgment Rubric LCJR [4]; Creighton Competency Evaluation Instrument Creighton C-SEI- Tool [5]. However, the validity and reliability of these tools were tested on undergraduate student nurses, and there was no consideration for different seniority and competence levels, and applicability to other healthcare professions.There is an adequate number of tools to measure clinical reasoning while attending simulation. However, there is a significant basis to test the reliability and validity of these tools against different competence and seniority levels, and applicability to other healthcare professions.

Depression is not related to deficits in emotional reasoning skills

Background: Several lines of research have examined whether people with depressive symptoms have deficits in social-cognitive abilities, such as emotional reasoning skills. While many patients report having such deficits, it is less clear whether depressive symptoms are related to actual objective performance deficits.Methods: Following recent methodological recommendations, we performed a so-called “mini meta-analysis” of 11 studies conducted in our lab to examine the relationship between depressive symptoms as assessed with the Beck’s Depression Inventory II and emotional reasoning skills as assessed with a well-established performance test (i.e., TEMINT). Data were analysed from 1,503 participants with varying levels of depression – from healthy people without depressive symptoms to clinical samples with a diagnosed major depressive disorder and high symptom burden.Results: Using a random effects approach, we found a small but significant correlation between depressive symptoms and TEMINT performance (mean r = .065), indicating that depressive symptoms were associated with higher emotional reasoning skills.Conclusions: Depression is unrelated to deficits in emotional reasoning according to the present findings. If anything, depressive symptoms are associated with improved performance in the TEMINT. These findings point to a discrepancy between depressed people’s self-evaluation of their abilities (as shown in previous research) and their actual performance. Accordingly, therapists may focus on modifying patients’ negative views on themselves, rather than on improving their skills.

The Effectiveness of Using Virtual Patient Educational Tools to Improve Medical Students’ Clinical Reasoning Skills: A Systematic

Background Use of virtual patient educational tools could fill the current gap in the teaching of clinical reasoning skills. However, there is a limited understanding of their effectiveness. The aim of this study was to synthesise the evidence to understand the effectiveness of virtual patient tools aimed at improving undergraduate medical students’ clinical reasoning skills. Methods We searched MEDLINE, EMBASE, CINAHL, ERIC, Scopus, Web of Science and PsycINFO from 1990 to October 2020, to identify all experimental articles testing the effectiveness of virtual patient educational tools on medical students’ clinical reasoning skills. Quality of the articles was assessed using an adapted form of the MERSQI and the Newcastle-Ottawa Scale. A narrative synthesis summarised intervention features, how virtual patient tools were evaluated and reported effectiveness. Results The search revealed 7,290 articles, with 20 articles meeting the inclusion criteria. Average study quality was moderate (M=7.1, SD=2.5), with around a third not reporting any measurement of validity or reliability for their clinical reasoning outcome measure (7/20, 35%). Eleven articles found a positive effect of virtual patient tools on reasoning (11/20, 55%). Seven (7/20, 35%) reported no significant effect or mixed effects and two found a significantly negative effect (2/20, 10%). Several domains of clinical reasoning were evaluated. Data gathering, ideas about diagnosis and patient management were more often found to improve after virtual patient use (27/46 analyses, 59%) than knowledge, flexibility in thinking, problem-solving, and critical thinking (4/10 analyses, 40%). Conclusions Using virtual patient tools could effectively complement current teaching especially if opportunities for face-to-face teaching or other methods are limited, as there was some evidence that virtual patient educational tools can improve undergraduate medical students’ clinical reasoning skills. Evaluations that measured more case specific clinical reasoning domains, such as data gathering, showed more consistent improvement than general measures like problem-solving. Case specific measures might be more sensitive to change given the context dependent nature of clinical reasoning. Consistent use of validated clinical reasoning measures is needed to enable a meta-analysis to estimate effectiveness.

Using Technology as a Novel Method to Develop Students’ Clinical Reasoning Skills Through Virtual Collaborative Learning in Scriptwriting

One of the most important skills students need to learn in applying pharmacotherapeutics is clinical reasoning. This study aimed to evaluate the impact of virtual collaboration in scriptwriting as a teaching approach to develop clinical reasoning skills. Data was from student feedback (n=102). Discussing conceptual questions in a collaborative learning environment with peers proved to support the development of clinical reasoning skills as the activity increased interactivity, improved understanding and retention. Findings show that the development of clinical reasoning skills were enhanced with the use of scriptwriting as a virtual collaborative activity.

Standardised Holographic Patients: An Evaluation of Their Role in Developing Clinical Reasoning Skills

In 2019, two standardised holographic patients viewed through a mixed-reality (MR) HoloLens headset were used in a structured learning activity to develop clinical reasoning skills among second-year nursing students (N=99, 94%). Quantitative results indicated that all students felt that being able to closely view holographic patients enhanced their learning experience. Qualitative results showed that the best feature of the MR technology was being able to clinically assess the patient in a safe facilitated environment. Further analysis revealed that students were at the ‘beginning’ or ‘developing’ skill level of the vpLCJR. These findings confirm that using standardized holographic patients offers a dynamic and effective experience for students and helps students to develop clinical reasoning and judgement skills. The technology also allows educators to determine a student’s development of clinical judgement skills and tailor learning experiences to further develop these skills.

The Role of Mathematical Values Concept in the Internalization of Insan Kamil

The lack of knowledge and understanding of human beings to the values implied in mathematics that causes mathematics is considered as a lesson that is very contrary to the concept of religion, especially the field of Sufism when in fact mathematics is a means provided by Allah SWT to facilitate people to carry out the task of servitude and the task of the caliphate to the level of insan kamil. This research uses a qualitative approach. Literature review was used to obtain research data. The results of this study state that the concept of mathematical values in the internalization of insan kamil is to encourage humans to develop problem solving skills, communication skills, and reasoning skills to face every situation and problem in life. This discussion also presented that mathematics in addition to teaching to think and reason but also teach honest, humble, not arrogant, sincere, iffah, consistent and systematic attitude. This is a reflection of insan kamil.

The Use of a Modified Script Concordance Test in Clinical Rounds to Foster and Assess Clinical Reasoning Skills

The development of clinical reasoning skills is a high priority during clinical service, but an unpredictable case load and limited time for formal instruction makes it challenging for faculty to foster and assess students’ individual clinical reasoning skills. We developed an assessment for learning activity that helps students build their clinical reasoning skills based on a modified version of the script concordance test (SCT). To modify the standard SCT, we simplified it by limiting students to a 3-point Likert scale instead of a 5-point scale and added a free-text box for students to provide justification for their answer. Students completed the modified SCT during clinical rounds to prompt a group discussion with the instructor. Student feedback was positive, and the instructor gained valuable insight into the students’ thought process. A modified SCT can be adopted as part of a multimodal approach to teaching on the clinic floor. The purpose of this article is to describe our modifications to the standard SCT and findings from implementation in a clinical rounds setting as a method of formative assessment for learning and developing clinical reasoning skills.