Teaching clinical reasoning to medical students
Author(s)
Amey, Lisa
Donald, Kenneth J
Teodorczuk, Andrew
Griffith University Author(s)
Year published
2017
Metadata
Show full item recordAbstract
Clinical reasoning is often not explicitly addressed in the early medical school curriculum. As a result, students observe the process while on clinical placements with little or no understanding of the complex processes underlying it.
Clinical reasoning has significant implications for patient safety. Medical errors as a consequence of faulty reasoning contribute to patient morbidity and mortality. Educating medical students at an early stage about the processes of clinical reasoning and strategies to avoid associated errors can have positive impacts upon patient safety.
The authors propose that clinical reasoning should ...
View more >Clinical reasoning is often not explicitly addressed in the early medical school curriculum. As a result, students observe the process while on clinical placements with little or no understanding of the complex processes underlying it. Clinical reasoning has significant implications for patient safety. Medical errors as a consequence of faulty reasoning contribute to patient morbidity and mortality. Educating medical students at an early stage about the processes of clinical reasoning and strategies to avoid associated errors can have positive impacts upon patient safety. The authors propose that clinical reasoning should be taught as early as the first year of medical school, using frameworks, anatomical knowledge and mnemonics. Using this approach with simulated cases during the pre-clinical years, students will be equipped with an understanding of the clinical reasoning process as it unfolds before them while on clinical placements, enhancing their overall learning experience.
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View more >Clinical reasoning is often not explicitly addressed in the early medical school curriculum. As a result, students observe the process while on clinical placements with little or no understanding of the complex processes underlying it. Clinical reasoning has significant implications for patient safety. Medical errors as a consequence of faulty reasoning contribute to patient morbidity and mortality. Educating medical students at an early stage about the processes of clinical reasoning and strategies to avoid associated errors can have positive impacts upon patient safety. The authors propose that clinical reasoning should be taught as early as the first year of medical school, using frameworks, anatomical knowledge and mnemonics. Using this approach with simulated cases during the pre-clinical years, students will be equipped with an understanding of the clinical reasoning process as it unfolds before them while on clinical placements, enhancing their overall learning experience.
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Journal Title
British Journal of Hospital Medicine
Volume
78
Issue
7
Subject
Clinical sciences
Clinical sciences not elsewhere classified