We - an international consortium - are currently working on an EC-funded project to develop a longitudinal curriculum for clinical reasoning. Therefore, we are interested in how clinical reasoning is taught at the moment and how you think it could be done in an ideal world.
More information about the project at www.did-act.eu
Thanks for sharing your experience and ideas!
Students' mental abilities are different, so you need questions that encourage thinking
Inga Hege - Thank you for your question. In a medical curriculum that aims at competence, clinical reasoning and justification should be clearly defined in the curriculum and teaching/learning activities. This emphasis should be shown throughout the academic years. For example, in the early preclinical years, PBL should be designed to include in the template of cases, clinical reasoning, justification, interpretation of findings, weighing evidence for a hypothesis etc. In the clinical years, clinical reasoning could be taught in clinical simulation sessions and clinical skills, in case-based learning, in e-cases such as DXR, in case discussion and case presentation.
The following paper from Singapore could also help you
Clinical Reasoning: The Core of Medical Education and Practice
Fatimah Lateef*
Department of Emergency Medicine, Singapore General Hospital, Singapore
Inga, thanks for inviting to reflect on this topic. It is a challenge to make decisions about the approach to follow without knowing the profile of the students that are going to learn; but I think that two approaches, problem-based and case-based, can contribute to the development of clinical reasoning skills. There are many useful papers that assist in this direction. One is: Lisette Wijnia in Health Professions Education 2 (2016), highlights the difference between "explaining the problem vs. solving the problem"; which Schmidt and Mamede (Med Educ; 49:961-73) analyzed both approaches. The earlier we present real cases to the students, I think they have more opportunities to develop reasoning skills.
I hope you will not find this suggestion too tangential
If the goal of health education is the improvement of health then this in a sense becomes a larger question than the teaching of clinical reasoning?
See what you think:
Article Getting the improvement habit
Article The habits of improvers: thinking about learning for improve...
Dear Prof. Samy Azer,
Thank You, but what about the skills that related of this?
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