Development and validation of assessment for Hypothesis-driven physical examination
| Project/Area Number |
22790490
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Medical sociology
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| Research Institution | Kyoto University (2011-2012)
The University of Tokyo (2010) |
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Principal Investigator |
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| Project Period (FY) |
2011 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 診断推論 / 身体診察 / HDPE(Hypothesis-Driven Physical Examination) / 臨床診断推論 / 医学教育 / HDPE / 臨床推論 / OSCE |
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| Research Abstract |
A common teaching method adopted by many medical schools to teach the physical examination to their medical students is to begin by teaching them some 140 or so physical exam manoeuvres. Although students can master each examination manoeuvre through this learning process, it is not uncommon for them to have difficulty associating the manoeuvres with the meaning of specific clinical findings while sorting out a differential diagnosis. In our research, we developed a model teaching session for a Hypothesis-Driven Physical Examination (HDPE), in which the technical and cognitive aspects of physical examination are better integrated, and preliminary assessment (like OSCE) for HDPE.
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Report
(4 results)
Research Products
(15 results)
