The effect of feedback in learning clinical diagnosis

Robert S. Wigton, Kashinath D. Patil, Vincent L. Hoellerich

Research output: Contribution to journalArticle

57 Citations (Scopus)

Abstract

There is evidence that students who are given information about how they appear to weight information in reaching a judgment can learn to make judgments more accurately. In teaching medical diagnosis, the present authors used a microcomputer system to generate simulated cases and then calculate the relationship between the data presented and the student’s diagnosis. Students who were given feedback comparing their apparent weighting of clinical information with the correct weighting learned to diagnose urinary tract infection more accurately than control students who received feedback only on the outcome of their diagnosis.

Original languageEnglish (US)
Pages (from-to)816-822
Number of pages7
JournalJournal of Medical Education
Volume61
Issue number10
StatePublished - Oct 1986

Fingerprint

Students
weighting
learning
student
microcomputer
Microcomputers
Urinary Tract Infections
Teaching
Weights and Measures
Formative Feedback
evidence

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

Wigton, R. S., Patil, K. D., & Hoellerich, V. L. (1986). The effect of feedback in learning clinical diagnosis. Journal of Medical Education, 61(10), 816-822.

The effect of feedback in learning clinical diagnosis. / Wigton, Robert S.; Patil, Kashinath D.; Hoellerich, Vincent L.

In: Journal of Medical Education, Vol. 61, No. 10, 10.1986, p. 816-822.

Research output: Contribution to journalArticle

Wigton, RS, Patil, KD & Hoellerich, VL 1986, 'The effect of feedback in learning clinical diagnosis', Journal of Medical Education, vol. 61, no. 10, pp. 816-822.
Wigton, Robert S. ; Patil, Kashinath D. ; Hoellerich, Vincent L. / The effect of feedback in learning clinical diagnosis. In: Journal of Medical Education. 1986 ; Vol. 61, No. 10. pp. 816-822.
@article{1aeb9e5a203c4e7b9a35fe505212d1da,
title = "The effect of feedback in learning clinical diagnosis",
abstract = "There is evidence that students who are given information about how they appear to weight information in reaching a judgment can learn to make judgments more accurately. In teaching medical diagnosis, the present authors used a microcomputer system to generate simulated cases and then calculate the relationship between the data presented and the student’s diagnosis. Students who were given feedback comparing their apparent weighting of clinical information with the correct weighting learned to diagnose urinary tract infection more accurately than control students who received feedback only on the outcome of their diagnosis.",
author = "Wigton, {Robert S.} and Patil, {Kashinath D.} and Hoellerich, {Vincent L.}",
year = "1986",
month = "10",
language = "English (US)",
volume = "61",
pages = "816--822",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "10",

}

TY - JOUR

T1 - The effect of feedback in learning clinical diagnosis

AU - Wigton, Robert S.

AU - Patil, Kashinath D.

AU - Hoellerich, Vincent L.

PY - 1986/10

Y1 - 1986/10

N2 - There is evidence that students who are given information about how they appear to weight information in reaching a judgment can learn to make judgments more accurately. In teaching medical diagnosis, the present authors used a microcomputer system to generate simulated cases and then calculate the relationship between the data presented and the student’s diagnosis. Students who were given feedback comparing their apparent weighting of clinical information with the correct weighting learned to diagnose urinary tract infection more accurately than control students who received feedback only on the outcome of their diagnosis.

AB - There is evidence that students who are given information about how they appear to weight information in reaching a judgment can learn to make judgments more accurately. In teaching medical diagnosis, the present authors used a microcomputer system to generate simulated cases and then calculate the relationship between the data presented and the student’s diagnosis. Students who were given feedback comparing their apparent weighting of clinical information with the correct weighting learned to diagnose urinary tract infection more accurately than control students who received feedback only on the outcome of their diagnosis.

UR - http://www.scopus.com/inward/record.url?scp=84947644083&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84947644083&partnerID=8YFLogxK

M3 - Article

C2 - 3531519

AN - SCOPUS:84947644083

VL - 61

SP - 816

EP - 822

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 10

ER -