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

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

scholarly journals En dags praksis: Hvordan bidra til at studentene finner sammenhengen mellom teori og den virkelige verden?

2020 ◽  
pp. 179-195
Author(s):  
Randi Hojem Røthe
Keyword(s):  
Real World ◽  
Primary Schools ◽  
School Practice ◽  
Theory To Practice ◽  
Study Programme ◽  
Link Theory ◽  
Role Of Teachers ◽  
The One ◽  
School Takeover

This chapter revolves a one-day practice for 200 pedagogy students at three primary schools in the municipality. The practice is completed in March when the students have studied the vocation for eight months. Lectures and seminars build up to this takeover in advance. The week before the day of practice, the students are out in the practice schools and observe the class they are going to take over and talk to the teachers at the school. Practice reports, reflection notes and logbook notes show that no matter what we do to link theory to practice at class, it is the one day in the role of teachers at a school that seems to make the big difference. When students become responsible for a class, they behave in a completely different way than when they are responsible for teaching fellow students. At the practice school, they show up well in advance and take the responsibility they have received. The students’ behaviour after the school takeover may indicate that the experiences from the real world, with associated responsibility, have given increased understanding of the vocation, which in turn contributes to increased motivation for the study programme.

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.

Reflection as a Process From Theory to Practice

2018 ◽  
pp. 1529-1539
Author(s):  
Sonia Bharwani ◽  
Durgamohan Musunuri
Keyword(s):  
Cognitive Abilities ◽  
Management Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Surface Approach ◽  
Approach To Learning ◽  
Theory To Practice ◽  
Surface Approach To Learning ◽  
Learning Focused

Over the years, the education system in India has been following a surface approach to learning which is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamour for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models which enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This research paper aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

Reflection as a Process From Theory to Practice

2019 ◽  
pp. 129-141
Author(s):  
Sonia Bharwani ◽  
Durgamohan Musunuri
Keyword(s):  
Cognitive Abilities ◽  
Management Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Surface Approach ◽  
Approach To Learning ◽  
Theory To Practice ◽  
Surface Approach To Learning ◽  
Learning Focused

Over the years, the education system in India has been following a surface approach to learning that is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamor for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models that enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This chapter aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

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