What every teacher needs to know about clinical reasoning

Context One of the core tasks assigned to clinical teachers is to enable students to sort through a cluster of features presented by a patient and accurately assign a diagnostic label, with the development of an appropriate treatment strategy being the end goal. Over the last 30 years there has bee...

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Vydáno v:	Medical education Ročník 39; číslo 1; s. 98 - 106
Hlavní autor:	Eva, Kevin W
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Oxford, UK Blackwell Science Ltd 01.01.2005 Blackwell Wiley Subscription Services, Inc
Témata:	Clinical Competence - standards clinical competence/education Curriculum subjects: programmes and methods Decision Making Diagnostic Techniques and Procedures - standards education Education, Medical, Undergraduate - methods Educational sciences Faculty, Medical Humans medical Medical and paramedical education review literature Teaching - methods Thinking undergraduate/methods Medicine Decision Making Skill Higher Education medical education Reasoning Teacher undergraduate/ methods; clinical competence/ education; decision making; teaching/ methods; review literature
ISSN:	0308-0110, 1365-2923
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Popis
Shrnutí:	Context One of the core tasks assigned to clinical teachers is to enable students to sort through a cluster of features presented by a patient and accurately assign a diagnostic label, with the development of an appropriate treatment strategy being the end goal. Over the last 30 years there has been considerable debate within the health sciences education literature regarding the model that best describes how expert clinicians generate diagnostic decisions. Purpose The purpose of this essay is to provide a review of the research literature on clinical reasoning for frontline clinical teachers. The strengths and weaknesses of different approaches to clinical reasoning will be examined using one of the core divides between various models (that of analytic (i.e. conscious/controlled) versus non‐analytic (i.e. unconscious/automatic) reasoning strategies) as an orienting framework. Discussion Recent work suggests that clinical teachers should stress the importance of both forms of reasoning, thereby enabling students to marshal reasoning processes in a flexible and context‐specific manner. Specific implications are drawn from this overview for clinical teachers.
Bibliografie:	istex:5FCA34D705381C433C4E4E36479306752332FF34 ArticleID:MEDU1972 ark:/67375/WNG-XP0R890V-N SourceType-Scholarly Journals-1 ObjectType-General Information-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 ObjectType-Review-3 content type line 23
ISSN:	0308-0110 1365-2923
DOI:	10.1111/j.1365-2929.2004.01972.x