Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside

• 발행기관: 한국의학교육학회
• 저자명: Steven J. Durning Eulho Jung Do-Hwan Kim Young-Mee Lee
• 간행물 정보: 『Korean Journal of Medical Education』제36권 제2호, 145~155쪽, 전체 11쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2024.06.01

국문 초록

Clinical reasoning has been characterized as being an essential aspect of being a physician. Despite this, clinical reasoning has a variety of definitions and medical error, which is often attributed to clinical reasoning, has been reported to be a leading cause of death in the United States and abroad. Further, instructors struggle with teaching this essential ability which often does not play a significant role in the curriculum. In this article, we begin with defining clinical reasoning and then discuss four principles from the literature as well as a variety of techniques for teaching these principles to help ground an instructors’ understanding in clinical reasoning. We also tackle contemporary challenges in teaching clinical reasoning such as the integration of artificial intelligence and strategies to help with transitions in instruction (e.g., from the classroom to the clinic or from medical school to residency/registrar training) and suggest next steps for research and innovation in clinical reasoning.

목차

Introduction

Foundational concepts of clinical reasoning

Four principles for teaching clinical reasoning

Contemporary challenges

Conclusion

References

키워드

Clinical reasoning Medical education Clinical decision-making Teaching method