Learning-by-Concordance (LbC): introducing undergraduate students to the complexity and uncertainty of clinical practice

Authors

  • Nicolas Fernandez Université du Québec à Montréal
  • Amélie Foucault
  • Serge Dubé
  • Diane Robert
  • Chantal Lafond
  • Anne-Marie Vincent
  • Jeannine Kassis
  • Driss Kazitani
  • Bernard Charlin

DOI:

https://doi.org/10.36834/cmej.36690

Keywords:

undergraduate medical education, learning by concordance, qualitative

Abstract

Background: A current challenge in medical education is the steep exposure to the complexity and uncertainty of clinical practice in early clerkship. The gap between pre-clinical courses and the reality of clinical decision-making can be overwhelming for undergraduate students. The Learning-by-Concordance (LbC) approach aims to bridge this gap by embedding complexity and uncertainty by relying on real-life situations and exposure to expert reasoning processes to support learning. LbC provides three forms of support: 1) expert responses that students compare with their own, 2) expert explanations and 3) recognized scholars’ key-messages.

Method: Three different LbC inspired learning tools were used by 900 undergraduate medical students in three courses: Concordance-of-Reasoning in a 1st-year hematology course; Concordance-of-Perception in a 2nd-year pulmonary physio-pathology course, and; Concordance-of-Professional-Judgment with 3rd-year clerkship students. Thematic analysis was conducted on freely volunteered qualitative comments provided by 404 students.

Results:  Absence of a right answer was challenging for 1st year concordance-of-reasoning group; the 2nd year visual concordance group found radiology images initially difficult and unnerving and the 3rd year concordance-of-judgment group recognized the importance of divergent expert opinion.

Conclusions: Expert panel answers and explanations constitute an example of “cognitive apprenticeship” that could contribute to the development of appropriate professional reasoning processes.

Metrics

Metrics Loading ...

Author Biography

Nicolas Fernandez, Université du Québec à Montréal

Fernandez, Nicolas, PhD, is Assistant Professor in the Department of Specialized Education and Training at the Université du Québec à Montréal, Canada. 

Downloads

Published

2016-10-18

How to Cite

1.
Fernandez N, Foucault A, Dubé S, Robert D, Lafond C, Vincent A-M, Kassis J, Kazitani D, Charlin B. Learning-by-Concordance (LbC): introducing undergraduate students to the complexity and uncertainty of clinical practice. Can. Med. Ed. J [Internet]. 2016 Oct. 18 [cited 2024 Nov. 4];7(2):e104-113. Available from: https://dev.journalhosting.ucalgary.ca/index.php/cmej/article/view/36690

Issue

Section

Original Research