The role of experience in the development of clinical reasoning

2003 ◽  
Vol 10 (11) ◽  
pp. 488-488 ◽  
Author(s):  
Geoff Norman
Keyword(s):  
Clinical Reasoning

Becoming a teacher of clinical reasoning

Diagnosis ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Robert L. Trowbridge ◽  
Andrew P.J. Olson
Keyword(s):  
Clinical Reasoning ◽  
Cognitive Biases ◽  
Diagnostic Reasoning ◽  
Dual Process ◽  
Diagnostic Process ◽  
Clinical Experiences ◽  
Context Specificity ◽  
Clinician Educators ◽  
Medical Educators

AbstractDiagnostic reasoning is one of the most challenging and rewarding aspects of clinical practice. As a result, facility in teaching diagnostic reasoning is a core necessity for all medical educators. Clinician educators’ limited understanding of the diagnostic process and how expertise is developed may result in lost opportunities in nurturing the diagnostic abilities of themselves and their learners. In this perspective, the authors describe their journeys as clinician educators searching for a coherent means of teaching diagnostic reasoning. They discuss the initial appeal and immediate applicability of dual process theory and cognitive biases to their own clinical experiences and those of their trainees, followed by the eventual and somewhat belated recognition of the importance of context specificity. They conclude that there are no quick fixes in guiding learners to expertise of diagnostic reasoning, but rather the development of these abilities is best viewed as a long, somewhat frustrating, but always interesting journey. The role of the teacher of clinical reasoning is to guide the learners on this journey, recognizing true mastery may not be attained, but should remain a goal for teacher and learner alike.

Non-analytical models of clinical reasoning: the role of experience

2007 ◽  
Vol 0 (0) ◽  
pp. 071116225013001-??? ◽  
Author(s):  
Geoff Norman ◽  
Meredith Young ◽  
Lee Brooks
Keyword(s):  
Clinical Reasoning ◽  
Analytical Models

Clinical reasoning: exploring its characteristics and enhancing its learning

2020 ◽  
Vol 81 (10) ◽  
pp. 1-9
Author(s):  
Mark Gruppetta ◽  
Maria Mallia
Keyword(s):  
Clinical Reasoning ◽  
Data Use ◽  
Dual Process ◽  
Competence Model ◽  
Reasoning Strategies ◽  
Clinical Questions ◽  
Professional Socialisation ◽  
Practice Community ◽  
And Task

Clinical reasoning is an extensive and intricate field, dealing with the process of thinking and decision making in practice. Its study can be quite challenging because it is context and task dependent. Educational frameworks such as the conscious competence model and the dual process reasoning model have been developed to help its understanding. To enhance the learning of clinical reasoning, there are significant areas that can be targeted through learning processes. These include knowledge adequacy; ability to gather appropriate patient data; use of proper reasoning strategies to address specific clinical questions; and the ability to reflect and evaluate on decisions taken, together with the role of the wider practice community and the activity of professional socialisation. This article explores the characteristics of clinical reasoning and delves deeper into the various strategies that prove useful for learning.

The role of metacognition in teaching clinical reasoning: Theory to practice

2019 ◽  
Vol 2 (2) ◽  
pp. 108
Author(s):  
Tracy Wall ◽  
Ken Kosior ◽  
Sarah Ferrero
Keyword(s):  
Clinical Reasoning ◽  
Theory To Practice

Promoting clinical reasoning in general practice trainees: role of the clinical teacher

2011 ◽  
Vol 8 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Kaye Atkinson ◽  
Rola Ajjawi ◽  
Nick Cooling
Keyword(s):  
General Practice ◽  
Clinical Reasoning ◽  
Clinical Teacher

scholarly journals Knowledge is not enough to solve the problems – The role of diagnostic knowledge in clinical reasoning activities

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Jan Kiesewetter ◽  
Rene Ebersbach ◽  
Nike Tsalas ◽  
Matthias Holzer ◽  
Ralf Schmidmaier ◽  
...  
Keyword(s):  
Clinical Reasoning

Some Thoughts About Reasoning in Clinical Neuropsychology

1999 ◽  
Vol 16 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Richard J. Siegert
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Medical Diagnosis ◽  
Clinical Training ◽  
Reliability And Validity ◽  
Careful Consideration ◽  
Clinical Neuropsychology ◽  
Heated Debate ◽  
End Stage

AbstractThe present paper argues that discussion of the role of reasoning in clinical neuropsychology has been largely restricted to a debate over the reliability and validity of end-stage decision-making. This has sometimes led to heated debate, but has not resulted in any careful consideration of either the process of clinical reasoning or the cognition of the clinician. There is already a wealth of theory and research on the kinds of errors typical of human judgement and decision-making. Moreover, much of this work is particularly relevant for neuropsychology, being frequently based on research on medical diagnosis. This literature is briefly reviewed, with examples that demonstrate the relevance of research in this area for clinical neuropsychology. Then, a step-by-step approach is taken to examining the process of clinical neuropsychological assessment, with consideration at each step of some of the issues that arise demanding clinical reasoning. Finally, the article is briefly summarised and some implications for clinical training are advanced.

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