Clinical reasoning A guide to improving teaching and practice

被引：1

作者：

Linn, Andrew ^{[1
]}

Khaw, Carole ^{[1
]}

Kildea, Hugh ^{[1
]}

Tonkin, Anne ^{[1
]}

机构：

[1] Univ Adelaide, Med Learning & Teaching Unit, Adelaide, SA 5005, Australia

来源：

AUSTRALIAN FAMILY PHYSICIAN | 2012年 / 41卷 / 1-2期

关键词：

education; medical; clinical competence; models; educational; general practice; THINKING;

D O I：

暂无

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

1004 ; 120402 ;

摘要：

Background The process of clinical reasoning is undertaken by all clinicians, often automatically, and is the cognitive process that underlies diagnosis and management of a patient's presenting problem. The teaching of clinical reasoning can pose a challenge to the clinical teacher. Objective This article reviews the process of clinical reasoning and provides the teacher with a framework to teach clinical reasoning to students and junior doctors. Discussion By considering clinical reasoning as a skill to be learnt rather than a concept to be understood, a framework for teaching this skill can be developed. The learner initially observes a consultation by the teaching clinician, followed by the teacher explaining the reasoning processes used including hypothesising, hypothesis testing, re-analysis and differential diagnosis. The student then comments on the reasoning of the teacher in a subsequent consultation, followed by feedback from the teacher on the student's reasoning in a third consultation.

引用

页码：18 / 20

页数：3

共 11 条

[1]

Anderson K.M., 2006, TENDING WILD, P1

[2]

Barrows Howard S, 1980, Problembased Learning: An Approach to Medical Education, V1

[3] A Universal Model of Diagnostic Reasoning [J].