Recently, a new digital clinical reasoning test (DCRT) was developed to evaluate students' clinical-reasoning skills. Although an assessment tool may be soundly constructed, it may still prove inadequate in practice by failing to function as intended. Therefore, more insight is needed into the effects of the DCRT in practice. Individual semi-structured interviews and template analysis were used to collect and process qualitative data. The template, based on the interview guide, contained six themes: (1) DCRT itself, (2) test debriefing, (3) reflection, (4) practice/workplace, (5) DCRT versus practice and (6) 'other'. Thirteen students were interviewed. The DCRT encourages students to engage more in formal education, self-study and workplace learning during their clerkships, particularly for those who received insufficient results. Although the faculty emphasizes the different purposes of the DCRT (assessment of/as/for learning), most students perceive the DCRT as an assessment of learning. This affects their motivation and the role they assign to it in their learning process. Although students appreciate the debriefing and reflection report for improvement, they struggle to fill the identified knowledge gaps due to the timing of receiving their results. Some students are supported by the DCRT in exhibiting lifelong learning behavior. This study has identified several ways in which the DCRT influences students' learning practices in a way that can benefit their clinical-reasoning skills. Additionally, it stresses the importance of ensuring the alignment of theoretical principles with real-world practice, both in the development and utilization of assessment tools and their content. Further research is needed to investigate the long-term impact of the DCRT on young physicians' working practice.

中文翻译：

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数字临床推理测试对临床见习期间医学生学习行为的影响。

最近，开发了一种新的数字临床推理测试（DCRT）来评估学生的临床推理技能。尽管评估工具的构建可能很完善，但在实践中它仍然可能因未能按预期发挥作用而被证明是不够的。因此，需要更深入地了解 DCRT 在实践中的效果。使用个人半结构化访谈和模板分析来收集和处理定性数据。该模板基于面试指南，包含六个主题：(1) DCRT 本身、(2) 测试汇报、(3) 反思、(4) 实践/工作场所、(5) DCRT 与实践以及 (6)“其他” 。十三名学生接受了采访。DCRT 鼓励学生在实习期间更多地参与正规教育、自学和工作场所学习，特别是对于那些成绩不佳的学生。尽管教师强调 DCRT（学习评估/作为学习评估）的不同目的，但大多数学生将 DCRT 视为对学习的评估。这会影响他们的动机以及他们在学习过程中分配的角色。尽管学生们很欣赏汇报和反思报告的改进，但由于收到结果的时间问题，他们很难填补已发现的知识空白。DCRT 支持一些学生表现出终身学习行为。这项研究确定了 DCRT 影响学生学习实践的几种方式，从而有利于他们的临床推理技能。此外，它还强调了在评估工具及其内容的开发和使用中确保理论原则与现实世界实践保持一致的重要性。需要进一步的研究来调查 DCRT 对年轻医生工作实践的长期影响。