Introductory Clinical Reasoning Curriculum

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Adam Weinstein ◽  
Roshini Pinto-Powell
Keyword(s):  
Clinical Reasoning

Enhancing Child Trauma Assessment Practices, Clinical Reasoning an Organizational Change Using the NCTSN Core Curriculum on Child Trauma

2012 ◽  
Author(s):  
Robert Abramovitz ◽  
Lisa Amaya Jackson ◽  
Angel Knoverek ◽  
Christopher Layne ◽  
Leslie Ross ◽  
...  
Keyword(s):  
Organizational Change ◽  
Clinical Reasoning ◽  
Core Curriculum ◽  
Child Trauma ◽  
Assessment Practices ◽  
Trauma Assessment

Effect of Guided Clinical Reasoning on Nursing Students' Knowledge and Achievement Regarding Management of Primary Postpartum Hemorrhage

2020 ◽  
Vol 11 (4) ◽  
pp. 83-95
Author(s):  
Hanan El-Sayed Mohamed El-Sayed ◽  
Samia I Hassan ◽  
Suzan El-Said Mansour
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Postpartum Hemorrhage

Supporting the Development of Clinical Reasoning of Preprofessional Novices in Dysphagia Management

2019 ◽  
Vol 40 (03) ◽  
pp. 151-161 ◽  
Author(s):  
Sebastian Doeltgen ◽  
Stacie Attrill ◽  
Joanne Murray
Keyword(s):  
Clinical Reasoning ◽  
Clinical Decision Making ◽  
Management Practice ◽  
Clinical Decision ◽  
Assessment Process ◽  
Evidence Based ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Implicit Processing ◽  
Reasoning Skills

AbstractProficient clinical reasoning is a critical skill in high-quality, evidence-based management of swallowing impairment (dysphagia). Clinical reasoning in this area of practice is a cognitively complex process, as it requires synthesis of multiple sources of information that are generated during a thorough, evidence-based assessment process and which are moderated by the patient's individual situations, including their social and demographic circumstances, comorbidities, or other health concerns. A growing body of health and medical literature demonstrates that clinical reasoning skills develop with increasing exposure to clinical cases and that the approaches to clinical reasoning differ between novices and experts. It appears that it is not the amount of knowledge held, but the way it is used, that distinguishes a novice from an experienced clinician. In this article, we review the roles of explicit and implicit processing as well as illness scripts in clinical decision making across the continuum of medical expertise and discuss how they relate to the clinical management of swallowing impairment. We also reflect on how this literature may inform educational curricula that support SLP students in developing preclinical reasoning skills that facilitate their transition to early clinical practice. Specifically, we discuss the role of case-based curricula to assist students to develop a meta-cognitive awareness of the different approaches to clinical reasoning, their own capabilities and preferences, and how and when to apply these in dysphagia management practice.

Clinical reasoning in nursing students: A concept analysis

Nursing Forum ◽  
2021 ◽  
Author(s):  
Farahnaz Mohammadi‐Shahboulaghi ◽  
Hamidreza Khankeh ◽  
Touba HosseinZadeh
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Concept Analysis

scholarly journals Understanding the clinical reasoning processes involved in the management of multimorbidity in an ambulatory setting: study protocol of a stimulated recall research

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M.-C. Audétat ◽  
S. Cairo Notari ◽  
J. Sader ◽  
C. Ritz ◽  
T. Fassier ◽  
...  
Keyword(s):  
Primary Care ◽  
Clinical Reasoning ◽  
Primary Care Physicians ◽  
Video Sequence ◽  
Structured Interview ◽  
Ambulatory Setting ◽  
Structured Interviews ◽  
Stimulated Recall ◽  
Study Results

Abstract Background Primary care physicians are at the very heart of managing patients suffering from multimorbidity. However, several studies have highlighted that some physicians feel ill-equipped to manage these kinds of complex clinical situations. Few studies are available on the clinical reasoning processes at play during the long-term management and follow-up of patients suffering from multimorbidity. This study aims to contribute to a better understanding on how the clinical reasoning of primary care physicians is affected during follow-up consultations with these patients. Methods A qualitative research project based on semi-structured interviews with primary care physicians in an ambulatory setting will be carried out, using the video stimulated recall interview method. Participants will be filmed in their work environment during a standard consultation with a patient suffering from multimorbidity using a “button camera” (small camera) which will be pinned to their white coat. The recording will be used in a following semi-structured interview with physicians and the research team to instigate a stimulated recall. Stimulated recall is a research method that allows the investigation of cognitive processes by inviting participants to recall their concurrent thinking during an event when prompted by a video sequence recall. During this interview, participants will be prompted by different video sequence and asked to discuss them; the aim will be to encourage them to make their clinical reasoning processes explicit. Fifteen to twenty interviews are planned to reach data saturation. The interviews will be transcribed verbatim and data will be analysed according to a standard content analysis, using deductive and inductive approaches. Conclusion Study results will contribute to the scientific community’s overall understanding of clinical reasoning. This will subsequently allow future generation of primary care physicians to have access to more adequate trainings to manage patients suffering from multimorbidity in their practice. As a result, this will improve the quality of the patient’s care and treatments.

Development of a Clinical Reasoning Documentation Assessment Tool for Resident and Fellow Admission Notes: a Shared Mental Model for Feedback

2021 ◽  
Author(s):  
Verity Schaye ◽  
Louis Miller ◽  
David Kudlowitz ◽  
Jonathan Chun ◽  
Jesse Burk-Rafel ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Mental Model ◽  
Assessment Tool ◽  
Shared Mental Model

Comparison of simulation observer tools on engagement and maximising learning: a pilot study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sandra Johnston ◽  
Naomi Tutticci ◽  
Karen Theobald ◽  
Joanne Ramsbotham
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Clinical Reasoning ◽  
Preliminary Evidence ◽  
Reasoning Ability ◽  
Main Study ◽  
Standard Observer ◽  
Learning Behaviours ◽  
And Training

Abstract Objectives This pilot study examined if the Clinical Reasoning Observer Worksheet (CROW) compared to a standard observer worksheet used during simulation, would enhance nursing students active learning behaviours and perceptions of clinical reasoning ability. Methods This pilot study was undertaken to test the design and processes for a future larger study and reports on preliminary evidence of efficacy of recruitment procedures and instrumentation in addition to student’s learning outcomes. Results There was little overall difference in outcomes between groups who used either simulation observer worksheet. Overall, participants who used either worksheet perceived their ability to apply clinical reasoning to an episode of patient care increased. Conclusions Modifications were identified as necessary for a larger study including changes to instrumentation, method of survey delivery and training of simulation facilitators. A more definitive evaluation will be achievable with a larger group of students in a main study with the suggested modifications.

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