Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside.
Korean J Med Educ
; 36(2): 145-155, 2024 Jun.
Article
en En
| MEDLINE
| ID: mdl-38835308
ABSTRACT
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.
Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Enseñanza
/
Inteligencia Artificial
/
Curriculum
/
Razonamiento Clínico
Límite:
Humans
Idioma:
En
Revista:
Korean J Med Educ
Año:
2024
Tipo del documento:
Article
País de afiliación:
Estados Unidos
Pais de publicación:
Corea del Sur