Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud

Propósito: El razonamiento clínico (RC) es una competencia que debe ser enseñada y evaluada. El Script Concordance Test (SCT) evalúa el RC en condiciones de incertidumbre y su validez está demostrada. El Written Think Aloud (WTA) es complementario para entender el RC. Este estudio describe el desarr...

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2022
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Universidad del Rosario
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Repositorio EdocUR - U. Rosario
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spa
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https://doi.org/10.48713/10336_37864
https://repository.urosario.edu.co/handle/10336/37864
Palabra clave:
Razonamiento clínico
Evaluación en educación
Medicina interna
Script concordance test
Written think aloud
Promoción de salud
Clinical reasoning
educational assessment
internal medicine
script concordance test
Written think aloud
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Atribución-NoComercial-CompartirIgual 2.5 Colombia
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network_acronym_str EDOCUR2
network_name_str Repositorio EdocUR - U. Rosario
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dc.title.es.fl_str_mv Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
dc.title.TranslatedTitle.es.fl_str_mv Construction of a strategy to assess the clinical reasoning of internal medicine residents by using the Script Concordance Test plus Written Think Aloud
title Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
spellingShingle Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
Razonamiento clínico
Evaluación en educación
Medicina interna
Script concordance test
Written think aloud
Promoción de salud
Clinical reasoning
educational assessment
internal medicine
script concordance test
Written think aloud
title_short Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
title_full Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
title_fullStr Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
title_full_unstemmed Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
title_sort Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud
dc.contributor.advisor.none.fl_str_mv Sánchez Godoy, Jesús Armando
dc.subject.es.fl_str_mv Razonamiento clínico
Evaluación en educación
Medicina interna
Script concordance test
Written think aloud
topic Razonamiento clínico
Evaluación en educación
Medicina interna
Script concordance test
Written think aloud
Promoción de salud
Clinical reasoning
educational assessment
internal medicine
script concordance test
Written think aloud
dc.subject.ddc.es.fl_str_mv Promoción de salud
dc.subject.keyword.es.fl_str_mv Clinical reasoning
educational assessment
internal medicine
script concordance test
Written think aloud
description Propósito: El razonamiento clínico (RC) es una competencia que debe ser enseñada y evaluada. El Script Concordance Test (SCT) evalúa el RC en condiciones de incertidumbre y su validez está demostrada. El Written Think Aloud (WTA) es complementario para entender el RC. Este estudio describe el desarrollo y aplicación del SCT-WTA en residentes de medicina interna de una universidad en Bogotá D.C, Colombia. Métodos Estudio de caso instrumental mixto. Durante la elaboración, aplicación y calificación del SCT-WTA, los investigadores llevaron diarios de campo donde consignaron sus percepciones, observaciones y experiencias. El SCT-WTA se aplicó a 11 expertos y 11 residentes. Se hizo codificación y categorización de la información cualitativa y estadística básica para los resultados cuantitativos. Resultados Los factores determinantes para la construcción de los casos y las preguntas del SCT fueron: guion de enfermedad, complejidad y resultados de aprendizaje, mientras que para su aplicación el formato de los casos y la escala Likert fueron determinantes. El tiempo de elaboración, respuesta y calificación fue una dificultad, sin embargo, los expertos y los residentes consideraron que el SCT evalúa contenido, organización y uso de la información. Las respuestas entre residentes y expertos fueron similares. El WTA mostró ser complementario al SCT. Conclusiones La organización de la información en guiones de enfermedad, la complejidad de las preguntas y los resultados de aprendizaje esperados; así como el formato del test y la claridad de las opciones de respuesta en una escala tipo Likert deben tenerse en cuenta para la construcción, aplicación y calificación del SCT-WTA, el cual es percibido como útil para evaluar el RC y como estrategia de evaluación formativa.
publishDate 2022
dc.date.created.none.fl_str_mv 2022-11-21
dc.date.accessioned.none.fl_str_mv 2023-01-12T15:20:18Z
dc.date.available.none.fl_str_mv 2023-01-12T15:20:18Z
dc.date.embargoEnd.none.fl_str_mv info:eu-repo/date/embargoEnd/2025-01-12
dc.type.es.fl_str_mv bachelorThesis
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.document.es.fl_str_mv Trabajo de grado
dc.type.spa.es.fl_str_mv Trabajo de grado
dc.identifier.doi.none.fl_str_mv https://doi.org/10.48713/10336_37864
dc.identifier.uri.none.fl_str_mv https://repository.urosario.edu.co/handle/10336/37864
url https://doi.org/10.48713/10336_37864
https://repository.urosario.edu.co/handle/10336/37864
dc.language.iso.es.fl_str_mv spa
language spa
dc.rights.*.fl_str_mv Atribución-NoComercial-CompartirIgual 2.5 Colombia
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dc.rights.acceso.es.fl_str_mv Restringido (Temporalmente bloqueado)
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http://creativecommons.org/licenses/by-nc-sa/2.5/co/
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dc.format.extent.es.fl_str_mv 26 pp
dc.format.mimetype.es.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad del Rosario
Pontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.department.none.fl_str_mv Escuela de Medicina y Ciencias de la Salud
dc.publisher.program.none.fl_str_mv Maestría en Educación para Profesionales de la Salud
publisher.none.fl_str_mv Universidad del Rosario
Pontificia Universidad Javeriana. Facultad de Medicina
institution Universidad del Rosario
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Charlin, B., Roy, L., Brailovsky, C., Goulet, F., & van der Vleuten, C. (2000). The Script Concordance test: A tool to assess the reflective clinician. Teaching and Learning in Medicine, 12(4), 189-195. https://doi.org/10.1207/S15328015TLM1204_5
Charlin, B., & van der Vleuten, C. (2004). Standardized assessment of reasoning in contexts of uncertainty: The script concordance approach. Evaluation & the Health Professions, 27(3), 304-319. https://doi.org/10.1177/0163278704267043
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Dory, V., Gagnon, R., Vanpee, D., & Charlin, B. (2012). How to construct and implement script concordance tests: Insights from a systematic review. Medical Education, 46(6), 552-563. https://doi.org/10.1111/j.1365-2923.2011.04211.x
Durning, S. J., Ratcliffe, T., Artino, A. R., van der Vleuten, C., Beckman, T. J., Holmboe, E., Lipner, R. S., & Schuwirth, L. (2013). How is clinical reasoning developed, maintained, and objectively assessed? Views from expert internists and internal medicine interns. The Journal of Continuing Education in the Health Professions, 33(4), 215-223. https://doi.org/10.1002/chp.21188
Eva, K. W. (2005). What every teacher needs to know about clinical reasoning. Medical Education, 39(1), 98-106. https://doi.org/10.1111/j.1365-2929.2004.01972.x
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Fournier, J. P., Demeester, A., & Charlin, B. (2008). Script concordance tests: Guidelines for construction. BMC Medical Informatics and Decision Making, 8, 18. https://doi.org/10.1186/1472-6947-8-18
Gawad, N., Wood, T. J., Cowley, L., & Raiche, I. (2021). How do cognitive processes influence script concordance test responses? Medical Education, 55(3), 354-364. https://doi.org/10.1111/medu.14416
Gruppetta, M., & Mallia, M. (2020). Clinical reasoning: Exploring its characteristics and enhancing its learning. British Journal of Hospital Medicine (London, England: 2005), 81(10), 1-9. https://doi.org/10.12968/hmed.2020.0227
Hamui, M., Ferreira, J. P., Torrents, M., Torres, F., Ibarra, M., Ossorio, M. F., Urrutia, L., & Ferrero, F. (2018). [Script Concordance Test: First nationwide experience in pediatrics]. Archivos Argentinos De Pediatria, 116(1), e151-e155. https://doi.org/10.5546/aap.2018.e151
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Ottolini, M. C., Chua, I., Campbell, J., Ottolini, M., & Goldman, E. (2021). Pediatric Hospitalists’ Performance and Perceptions of Script Concordance Testing for Self-Assessment. Academic Pediatrics, 21(2), 252-258. https://doi.org/10.1016/j.acap.2020.10.003
Patel, R. (2022). General practice trainees’ learning experiences of formative think-aloud script concordance testing. Education for Primary Care: An Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 33(4), 229-236. https://doi.org/10.1080/14739879.2022.2057240
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Pinnock, R., Young, L., Spence, F., Henning, M., & Hazell, W. (2015). Can Think Aloud Be Used to Teach and Assess Clinical Reasoning in Graduate Medical Education? Journal of Graduate Medical Education, 7(3), 334-337. https://doi.org/10.4300/JGME-D-14-00601.1
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Tedesco-Schneck, M. (2019). Use of Script Concordance Activity With the Think-Aloud Approach to Foster Clinical Reasoning in Nursing Students. Nurse Educator, 44(5), 275-277. https://doi.org/10.1097/NNE.0000000000000626
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spelling Sánchez Godoy, Jesús Armandob86b73bc-b377-4329-ba36-1519eda5e64b600Contreras Villamiza, Kateir MarielLasso Apráez, Javier IvánCelis-Preciado, Carlos AndrésMagister en Educación para Profesionales de la SaludVirtualfd7c0660-5e98-42c1-a5ad-aba65eebfd9b600d0960e81-47ce-4496-b037-24106fd0a1f26004d32a67c-ad87-4a77-bc04-e80f529e3df56002023-01-12T15:20:18Z2023-01-12T15:20:18Z2022-11-21info:eu-repo/date/embargoEnd/2025-01-12Propósito: El razonamiento clínico (RC) es una competencia que debe ser enseñada y evaluada. El Script Concordance Test (SCT) evalúa el RC en condiciones de incertidumbre y su validez está demostrada. El Written Think Aloud (WTA) es complementario para entender el RC. Este estudio describe el desarrollo y aplicación del SCT-WTA en residentes de medicina interna de una universidad en Bogotá D.C, Colombia. Métodos Estudio de caso instrumental mixto. Durante la elaboración, aplicación y calificación del SCT-WTA, los investigadores llevaron diarios de campo donde consignaron sus percepciones, observaciones y experiencias. El SCT-WTA se aplicó a 11 expertos y 11 residentes. Se hizo codificación y categorización de la información cualitativa y estadística básica para los resultados cuantitativos. Resultados Los factores determinantes para la construcción de los casos y las preguntas del SCT fueron: guion de enfermedad, complejidad y resultados de aprendizaje, mientras que para su aplicación el formato de los casos y la escala Likert fueron determinantes. El tiempo de elaboración, respuesta y calificación fue una dificultad, sin embargo, los expertos y los residentes consideraron que el SCT evalúa contenido, organización y uso de la información. Las respuestas entre residentes y expertos fueron similares. El WTA mostró ser complementario al SCT. Conclusiones La organización de la información en guiones de enfermedad, la complejidad de las preguntas y los resultados de aprendizaje esperados; así como el formato del test y la claridad de las opciones de respuesta en una escala tipo Likert deben tenerse en cuenta para la construcción, aplicación y calificación del SCT-WTA, el cual es percibido como útil para evaluar el RC y como estrategia de evaluación formativa.Purpose: Clinical reasoning (CR) is a competency that should be taught and assessed. The Script Concordance Test (SCT) assesses CR under conditions of uncertainty, and its validity has been demonstrated. The Written Think Aloud (WTA) is complementary to understanding CR. This study describes the development and application of the SCT-WTA in internal medicine residents at a university in Bogotá, D.C., Colombia. Methods Mixed instrumental case study. During the development, application, and scoring of the SCT-WTA, the researchers kept field diaries where they recorded their perceptions, observations and experiences. The SCT-WTA was applied to 11 experts and 11 residents. Qualitative information and basic statistics were coded and categorized for the quantitative results. Results For the construction of the cases and questions of the SCT, it was crucial to have expected learning outcomes and disease scripts and to resort to cases of daily practice. The time investment in elaboration, response, and scoring was high; however, experts and residents considered that the SCT allowed evaluation content, organization, and use of information. Responses between residents and experts were similar. Conclusions The SCT format is attractive to experts and residents, who consider it an excellent tool to evaluate CR, a fundamental competence for the internist and which does not have a specific chair or evaluation. The SCT-WTA was perceived as complementary and valuable as a formative assessment.2023-01-12 10:45:01: Script de automatizacion de embargos. Correo recibido 12ene2023: Por medio del presente correo, me permito solicitar que acceso restringido por dos años, al trabajo de grado de la maestría en educación para profesionales de la salud denominado "Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud". El motivo para esta solicitud es que se encuentra en proceso de sometimiento para publicación, con requisito que no haya sido publicado previamente. Agradeciendo su colaboración, Cordialmente Javier Ivan Lasso Apraez Carlos Andrés Celis Preciado Kateir Mariel Contreras Villamizar Respuesta 12ene2023: Hemos realizado la publicación de su documento: Construcción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think Aloud, el cual puede consultar en el siguiente enlace: https://repository.urosario.edu.co/handle/10336/37864 De acuerdo con su solicitud, el documento ha quedado embargado por 2 años hasta el 12 de enero de 2025 en concordancia con las Políticas de Acceso Abierto de la Universidad. Si usted desea dejarlo con acceso abierto antes de finalizar dicho periodo o si por el contrario desea extender el embargo al finalizar este tiempo, puede enviar un correo a esta misma dirección realizando la solicitud. Tenga en cuenta que los documentos en acceso abierto propician una mayor visibilidad de su producción académica. De otra parte, dado que desea publicar su obra en una revista de prestigio, queremos invitarla a tomar una asesoría con nuestros asesores de información del CRAI, quienes podrán brindarle acompañamiento en la edición para publicación. La solicitud de asesoría puede agendarla en el siguiente link: https://n9.cl/agendamiento_servicios_crai Quedamos atentos a cualquier inquietud o sugerencia.26 ppapplication/pdfhttps://doi.org/10.48713/10336_37864https://repository.urosario.edu.co/handle/10336/37864spaUniversidad del RosarioPontificia Universidad Javeriana. Facultad de MedicinaEscuela de Medicina y Ciencias de la SaludMaestría en Educación para Profesionales de la SaludAtribución-NoComercial-CompartirIgual 2.5 ColombiaRestringido (Temporalmente bloqueado)http://creativecommons.org/licenses/by-nc-sa/2.5/co/http://purl.org/coar/access_right/c_f1cfArocha, J. F., & Patel, V. L. (2019). Methods in the Study of Clinical Reasoning. En Clinical Reasoning in the Health Professions. Edited by Joy Higgs, Gail M Jensen, Stephen Loftus and Nicole Christensen (Fourth Edition, pp. 345-366). Elsevier Limited.Baker, E., Ledford, C., & Liston, B. (2010). Teaching, Evaluating, and Remediating Clinical Resoning. Academic Internal Medicine Insight, 8(1), 12-17.Barrera, E., Ruiz-Bedoya, C., & Villar-Centeno, J. (2019). El deber de actualizar el currículo en medicina interna. Acta Médica Colombiana, 44, 31-33. https://doi.org/10.36104/amc.2019.1061Bordage, G., & Zacks, R. (1984). The structure of medical knowledge in the memories of medical students and general practitioners: Categories and prototypes. Medical Education, 18(6), 406-416. https://doi.org/10.1111/j.1365-2923.1984.tb01295.xBrailovsky, C., Charlin, B., Beausoleil, S., Coté, S., & Van der Vleuten, C. (2001). Measurement of clinical reflective capacity early in training as a predictor of clinical reasoning performance at the end of residency: An experimental study on the script concordance test. Medical Education, 35(5), 430-436. https://doi.org/10.1046/j.1365-2923.2001.00911.xBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oaCarrière, B., Gagnon, R., Charlin, B., Downing, S., & Bordage, G. (2009). Assessing clinical reasoning in pediatric emergency medicine: Validity evidence for a Script Concordance Test. Annals of Emergency Medicine, 53(5), 647-652. https://doi.org/10.1016/j.annemergmed.2008.07.024CHARLIN, B. (1998). Script questionnaires: Their use for assessment of diagnostic knowledge in radiology. Medical Teacher, 20(6), 567-571. https://doi.org/10.1080/01421599880300Charlin, B., Boshuizen, H. P. A., Custers, E. J., & Feltovich, P. J. (2007). Scripts and clinical reasoning. Medical Education, 41(12), 1178-1184. https://doi.org/10.1111/j.1365-2923.2007.02924.xCharlin, B., Brailovsky, C., Leduc, C., & Blouin, D. (1998). 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What every teacher needs to know about clinical reasoning. Medical Education, 39(1), 98-106. https://doi.org/10.1111/j.1365-2929.2004.01972.xFarmer, E. A., & Page, G. (2005). A practical guide to assessing clinical decision-making skills using the key features approach. Medical Education, 39(12), 1188-1194. https://doi.org/10.1111/j.1365-2929.2005.02339.xFournier, J. P., Demeester, A., & Charlin, B. (2008). Script concordance tests: Guidelines for construction. BMC Medical Informatics and Decision Making, 8, 18. https://doi.org/10.1186/1472-6947-8-18Gawad, N., Wood, T. J., Cowley, L., & Raiche, I. (2021). How do cognitive processes influence script concordance test responses? Medical Education, 55(3), 354-364. https://doi.org/10.1111/medu.14416Gruppetta, M., & Mallia, M. (2020). Clinical reasoning: Exploring its characteristics and enhancing its learning. 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Anales De Pediatria, 97(2), 87-94. https://doi.org/10.1016/j.anpede.2022.06.005Kazour, F., Richa, S., Zoghbi, M., El-Hage, W., & Haddad, F. G. (2017). Using the Script Concordance Test to Evaluate Clinical Reasoning Skills in Psychiatry. Academic Psychiatry: The Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 41(1), 86-90. https://doi.org/10.1007/s40596-016-0539-6Lubarsky, S., Charlin, B., Cook, D. A., Chalk, C., & van der Vleuten, C. P. M. (2011). Script concordance testing: A review of published validity evidence. Medical Education, 45(4), 329-338. https://doi.org/10.1111/j.1365-2923.2010.03863.xLubarsky, S., Dory, V., Duggan, P., Gagnon, R., & Charlin, B. (2013). Script concordance testing: From theory to practice: AMEE guide no. 75. Medical Teacher, 35(3), 184-193. https://doi.org/10.3109/0142159X.2013.760036McBee, E., Blum, C., Ratcliffe, T., Schuwirth, L., Polston, E., Artino, A. R., & Durning, S. J. (2019). Use of clinical reasoning tasks by medical students. Diagnosis (Berlin, Germany), 6(2), 127-135. https://doi.org/10.1515/dx-2018-0077Norman, G. R. (2000). The epistemology of clinical reasoning: Perspectives from philosophy, psychology, and neuroscience. Academic Medicine: Journal of the Association of American Medical Colleges, 75(10 Suppl), S127-135. https://doi.org/10.1097/00001888-200010001-00041Ottolini, M. C., Chua, I., Campbell, J., Ottolini, M., & Goldman, E. (2021). Pediatric Hospitalists’ Performance and Perceptions of Script Concordance Testing for Self-Assessment. Academic Pediatrics, 21(2), 252-258. https://doi.org/10.1016/j.acap.2020.10.003Patel, R. (2022). General practice trainees’ learning experiences of formative think-aloud script concordance testing. 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Archives De Pediatrie: Organe Officiel De La Societe Francaise De Pediatrie, 21(4), 372-376. https://doi.org/10.1016/j.arcped.2014.01.012Tedesco-Schneck, M. (2019). Use of Script Concordance Activity With the Think-Aloud Approach to Foster Clinical Reasoning in Nursing Students. Nurse Educator, 44(5), 275-277. https://doi.org/10.1097/NNE.0000000000000626Tedesco-Schneck, M. (2021). Script Concordance and the Think-Aloud Approach Through the Lens of Cognitive Apprenticeship Theory. Nurse Educator, 46(6), E193-E197. https://doi.org/10.1097/NNE.0000000000001008Thampy, H., Willert, E., & Ramani, S. (2019). Assessing Clinical Reasoning: Targeting the Higher Levels of the Pyramid. Journal of General Internal Medicine, 34(8), 1631-1636. https://doi.org/10.1007/s11606-019-04953-4van den Broek, W. E. S., van Asperen, M. V., Custers, E., Valk, G. D., & Ten Cate, O. T. J. (2012). Effects of two different instructional formats on scores and reliability of a script concordance test. 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Academic Medicine: Journal of the Association of American Medical Colleges, 93(9), 1415. https://doi.org/10.1097/ACM.0000000000002303instname:Universidad del Rosarioreponame:Repositorio Institucional EdocURRazonamiento clínicoEvaluación en educaciónMedicina internaScript concordance testWritten think aloudPromoción de salud613600Clinical reasoningeducational assessmentinternal medicinescript concordance testWritten think aloudConstrucción de una estrategia para evaluar el razonamiento clínico de residentes de medicina interna mediante el uso de Script Concordance Test más Written Think AloudConstruction of a strategy to assess the clinical reasoning of internal medicine residents by using the Script Concordance Test plus Written Think AloudbachelorThesisTrabajo de gradoTrabajo de gradohttp://purl.org/coar/resource_type/c_7a1fEscuela de Medicina y Ciencias de la SaludORIGINALContrerasVillamizar-Kateir Mariel-2022.pdfContrerasVillamizar-Kateir Mariel-2022.pdfTesisapplication/pdf312229https://repository.urosario.edu.co/bitstreams/2e5b8bd8-c80f-4df7-8c43-33833a0c094c/downloade0fcf78235acda99ce6fab00f4c3dea5MD51LICENSElicense.txtlicense.txttext/plain1475https://repository.urosario.edu.co/bitstreams/a757b715-5109-4912-9e3c-738b1f335289/downloadfab9d9ed61d64f6ac005dee3306ae77eMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81037https://repository.urosario.edu.co/bitstreams/0490ec05-c555-4536-9c7e-02cdbb714ddc/download1487462a1490a8fc01f5999ce7b3b9ccMD53TEXTContrerasVillamizar-Kateir Mariel-2022.pdf.txtContrerasVillamizar-Kateir Mariel-2022.pdf.txtExtracted texttext/plain54297https://repository.urosario.edu.co/bitstreams/c7bed74e-38e0-4323-b5d0-5f1a04ee0837/download963807c17490a043f8afaad6c862bb38MD54THUMBNAILContrerasVillamizar-Kateir Mariel-2022.pdf.jpgContrerasVillamizar-Kateir Mariel-2022.pdf.jpgGenerated Thumbnailimage/jpeg3614https://repository.urosario.edu.co/bitstreams/6309516e-3644-42ea-9e18-4ce14f2a0a44/download9784c4e9a6bf66bf9e6f01ed1ccdc755MD5510336/37864oai:repository.urosario.edu.co:10336/378642023-01-13 03:06:14.737http://creativecommons.org/licenses/by-nc-sa/2.5/co/Atribución-NoComercial-CompartirIgual 2.5 Colombiahttps://repository.urosario.edu.coRepositorio institucional EdocURedocur@urosario.edu.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