Abstract
Introduction: Making the processes underpinning students’ approaches to given tasks visible is challenging. The aim of this study was to assess the viability of microanalysis of a digitally simulated clinical reasoning assessment.
Methods: Eighty-five second-year optometry students were invited to participate in recall interviews. Through thematic analysis, we constructed a codebook and through microanalysis, process maps were created.
Results: The codebook had four themes and 27 codes. The 53 process maps were
synthesised to demonstrate decision making.
Conclusion: Microanalysis could be used in future studies to explore underlying cognitive processes in digitally simulated clinical reasoning assessment in optometry education.
Methods: Eighty-five second-year optometry students were invited to participate in recall interviews. Through thematic analysis, we constructed a codebook and through microanalysis, process maps were created.
Results: The codebook had four themes and 27 codes. The 53 process maps were
synthesised to demonstrate decision making.
Conclusion: Microanalysis could be used in future studies to explore underlying cognitive processes in digitally simulated clinical reasoning assessment in optometry education.
| Original language | English |
|---|---|
| Pages (from-to) | 38-46 |
| Number of pages | 9 |
| Journal | Focus on Health Professional Education: A multi-disciplinary journal |
| Volume | 25 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 12 Dec 2024 |