Twelve tips for teaching expertise in clinical reasoning

被引:64
|
作者
Rencic, Joseph [1 ]
机构
[1] Tufts Univ, Sch Med, Tufts Med Ctr, Boston, MA 02111 USA
关键词
BIOMEDICAL KNOWLEDGE; MEDICAL EXPERTISE; STRATEGIES; EDUCATION; FEEDBACK; SCIENCE; IMPACT;
D O I
10.3109/0142159X.2011.558142
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background: Clinical reasoning is one of the most critical skills to teach to medical learners, yet clinician educators rarely receive adequate training on how to teach this topic. Aims: To enhance clinician educators' ability to teach clinical reasoning. Methods: I conducted a review of cognitive, medical decision making, and expertise theory literature to develop practical tips that could be applied to typical teaching encounters. Results: Through the literature review, twelve tips were designed to provide a blueprint for teaching clinical reasoning on the wards or in the clinics. Conclusions: Teaching clinical reasoning is important and feasible. Teachers who explicitly teach problem solving and decision making may help learners to improve their diagnostic accuracy and treatment choices.
引用
收藏
页码:887 / 892
页数:6
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