Clinical reasoning: Integration of evidence based medicine and contextual based practice (CBP)

2014 ◽  
Vol 5 (2) ◽  
pp. 87-88
Author(s):  
Vijay Rajput
Keyword(s):  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine

2018 ◽  
Vol 13 (4) ◽  
pp. 359-366 ◽  
Author(s):  
Jessica L. Barrett ◽  
Craig R. Denegar ◽  
Stephanie M. Mazerolle
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Faculty Members ◽  
Evidence Based ◽  
New Faculty ◽  
Constructivist Learning Theory ◽  
Based Medicine

Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.

scholarly journals Factors associated with medical student clinical reasoning and evidence based medicine practice

2015 ◽  
Vol 6 ◽  
pp. 142-148 ◽  
Author(s):  
Arpana R. Vidyarthi ◽  
Robert Kamei ◽  
Kenneth Chan ◽  
Sok-Hong Goh ◽  
Lek Ngee
Keyword(s):  
Medical Student ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Factors Associated ◽  
Based Medicine

Experiences with a clinical reasoning and evidence-based medicine course

2015 ◽  
Vol 13 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Arpana Vidyarthi ◽  
Ngee Lek ◽  
Kenneth Chan ◽  
Robert Kamei
Keyword(s):  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals The Necessity for Clinical Reasoning in the Era of Evidence-Based Medicine

2013 ◽  
Vol 88 (10) ◽  
pp. 1108-1114 ◽  
Author(s):  
Allan D. Sniderman ◽  
Kevin J. LaChapelle ◽  
Nikodem A. Rachon ◽  
Curt D. Furberg
Keyword(s):  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Based Medicine

scholarly journals Ethics and EBM in physiotherapy and in occupational therapy

2012 ◽  
Vol 26 (4) ◽  
pp. 47-53
Author(s):  
Barbara Fijałkowska
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
International Classification Of Functioning ◽  
Main Stream ◽  
Evidence Based ◽  
Moral Obligations ◽  
Biomedical Sciences ◽  
Scientific Publications ◽  
Based Medicine

Abstract While there is a plenitude of analyses of moral issues in medicine and biomedical sciences, there is much less on related fields as physiotherapy or occupational therapy. Obviously, most of moral principles for physicians applies also to physiotherapists and occupational therapists as well. However there are some specific differences between medical “main stream” and related sciences. Primo, physiotherapist and occupational therapist provide care to an exceptional kind of patient: to a person with disability. That makes the range of professional and moral obligations also exceptional. It is visibly clear with the use of ICF (International Classification of Functioning) in a complex definition of disability. Secundo, in physiotherapy and occupational therapy there is a slightly different kind of relationship between patient and therapist: it is much more profound and much more personal, what imposes specific moral obligations towards patients. Tertio, EBM (Evidence Based Medicine) has different meaning and different role in related fields. As EBM is a core of current medicine, it has to be re-defined for the use of physiotherapy and occupational therapy. Evidence Based Medicine (EBM) is characterized not only as a procedure of clinical reasoning but also as a system of hierarchy of scientific research and scientific publications. Then four classes of constraints of EBM are examined, based on philosophy and ethics, concerning Randomized Controlled Trials as golden standard of evidence and treating EBM as a kind of matrix of clinical reasoning. On such basis the place of EBM in physiotherapy and occupational therapy is being indicated. The main issue of the article is EBM in physiotherapy and occupational therapy, as it focuses all the differences of the first and of the second type. In the end, the coordination model is discussed as it ensured the career of EBM in physiotherapy and occupational therapy.

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