Maged El-Setouhy, Anwar M Makeen, Ahmad Y Alqassim, Riyadh A Jahlan, Malik I Hakami, Hussam T Hakami, Ibrahim M Mahzari, Hussam Aldeen A Thubab, Khalid Y Haroobi, Hassan A Alaraj, Hazem M El-Hariri
Prevalence and correlates of imposter syndrome and self-esteem among medical students at Jazan University, Saudi Arabia: A cross-sectional study
PloS one
background diagnostic reasoning skills essential practice medicine yet longitudinal curricula teach residents evaluate performance area lacking describe longitudinal diagnostic reasoning curriculum implemented universitybased internal medicine residency program selfevaluation assessment curriculums effectiveness methods longitudinal diagnostic reasoning curriculum bolusbooster developed implemented fall 2015 university iowa r1 r2 r3 cohorts taught bolus curriculum beginning academic year followed booster component maintain build upon diagnostic reasoning skills taught bolus phase selfadministered diagnostic thinking inventory dti scores collected spring precurriculum baseline 20142015 postcurriculum 20162017 results overall dti scores improved r1 cohort although statistically significant differences seen r2s r3s original dti categories r1s improved flexibility thinking structure thinking r2s improved structure thinking r3s improve either category r1s showed improvement three four subcategories data acquisition problem representation hypothesis generation r2s improved subcategory problem representation r3s showed improvement subcategories r3 cohort higher mean scores categories reach statistical significance conclusions program created successfully implemented longitudinal diagnostic reasoning curriculum dti scores improved implementation new diagnostic reasoning curriculum particularly r1 cohort