DEVELOPMENT OF A CLINICAL DIAGNOSIS INSTRUCTIONAL MODEL WITH BLENDED LEARNING TO ENHANCE CLINICAL DIAGNOSIS REASONING IN CLINICAL-YEAR MEDICAL STUDENTS การพัฒนารูปแบบการจัดการเรียนการสอนกระบวนการวินิจฉัยโรคแบบผสมผสาน เพื่อส่งเสริมการให้เหตุผลในการวินิจฉัยทางการแพทย์ของนักศึกษาแพทย์ในระดับชั้นคลินิก

Abstract

The aim of this research was to develop a blended learning instructional model to enhance clinical diagnosis reasoning skill of clinical-year medical students. The objectives were 1) to survey and analyze teaching and learning situation in clinical diagnosis class, 2) to develop a blended learning instructional model for clinical diagnosis teaching, 3) to study the results of the blended learning for clinical diagnosis, and 4) to compare the learning results between traditional and blended learning. The sample group of this research was forty-five fifth-year medical students of Faculty of Medicine, Naresuan University, who were studying at the Medical Education Center of the Provincial Hospital, with the research period for 12 weeks. This research was two groups of quasi-experimental study: traditional learning group and blended learning group. The data collection tool was the diagnosis clinical reasoning self-assessment test which evaluates four skills following clinical diagnosis process: data selection, problem representation, differential diagnosis and diagnosis. In accordance with the result showed blended learning was able to promote diagnosis reasoning skill at .05 level of significance. It was also more effective than traditional learning at .05 level of significance.