Ya-Hsin Chou, Chemin Lin, Shwu-Hua Lee, Yen-Fen Lee, Li-Chen Cheng
User-Friendly Chatbot to Mitigate the Psychological Stress of Older Adults During the COVID-19 Pandemic: Development and Usability Study
JMIR formative research
clinicians use probability estimates make diagnosis teaching students make accurate probability estimates could improve diagnostic process ultimately quality medical care test whether novice clinicians taught make accurate bayesian revisions diagnostic probabilities using teaching methods apply either explicit conceptual instruction repeated examples randomized clinical trial 2 methods teaching bayesian updating diagnostic reasoning performed webbased platform used consent randomization intervention testing effect intervention participants included 61 medical students mcmaster university eastern virginia medical school recruited may 1 september 30 2018 students randomized 1 receive explicit conceptual instruction regarding diagnostic testing bayesian revision concept group 2 exposure repeated examples cases feedback regarding posttest probability experience group 3 control condition conceptual instruction repeated examples students 3 groups tested ability update probability diagnosis based either negative positive test results probability revisions compared posttest probability revisions calculated using bayes rule known test sensitivity specificity 61 participants 22 assigned concept group 20 experience group 19 control group approximate age 25 years two participants firstyear 37 secondyear 12 thirdyear 10 fourthyear students mean se probability estimates students concept group statistically significantly closer calculated bayesian probability 2 groups concept 04 07 experience 35 07 control 43 07 p 001 although statistically significant differences groups relatively modest students groups performed better expected based prior reports literature study showed modest advantage students received theoretical instruction bayesian concepts participants probability estimates average close bayesian calculation findings implications teach diagnostic reasoning novice clinicians clinicaltrialsgov identifier nct04130607