A Quantitative Study Exploring the Relationship of Gender to the Development of Clinical Reasoning Skills Among Medical Students

Khin-Htun, S.^1* & Than, H.²

¹Medical Education Fellow and Honorary Assistant Professor, University of Nottingham, UK
²Trust Grade Doctor, Queen’s Medical Centre, Nottingham University Hospitals, Nottingham, UK

Dr. Swe Khin-Htun, Medical Education Fellow and Honorary Assistant Professor, University of Nottingham, UK.

Keywords: Curriculum Model; Clinical Reasoning; Medical Education

Abstract

The development of clinical reasoning (CR) skills in the medical students can be influenced by many factors. One of the attributes which is suggested to play an important role in CR skills is gender.
To ascertain further insight into this theory, the marks of the CR questions in the summative knowledge exam papers of third year, i.e., clinical phase 1 (CP 1), and final year, i.e., Clinical Phase 3 (CP 3) medical students from the University of Nottingham (UoN) were reviewed.
Data on how well the male and female students performed on CR questions were collected and analyzed across three categories of school years (2012, 2013 and 2014) for CP 1 and (2014, 2015 and 2016) for CP 3.

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