An appraisal of the maturation of medical students’ diagnostic ability

Abstract

The purpose of this study was to assess the utility of the Diagnostic Thinking Inventory (DTI) for appraisal of diagnostic ability development in relation to medical students’ learning perceptions. The inventory was administered to 88 medical students of both sexes, before and after regular clinical studies, five-month apart. Different measures of students’ learning perceptions (self-confidence as a learner, meaningfulness of learning experience and reflection in learning) and academic achievement were also obtained. The results showed significant albeit small differences between the two DTI measures as well as positive significant correlation of measures of learning perceptions with DTI scores. There was a significant relationship between the effect size of the intervention and the perception of self-determination in the diagnostic process. The data reinforce the idea that the DTI scores reflect, in addition to knowledge and skills, the learners’ perceptions of personal efficacy in the diagnostic process. Such perceptions can be influenced by many factors of the learning context as well as the learners’ attitudes to learning. In conclusion, the findings indicate the discrimination sensibility of the instrument and suggest its usefulness in monitoring the maturation of the clinical diagnostic process.