Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedsideopen access
- Authors
- Durning, Steven J.; Jung, Eulho; Kim, Do-Hwan; Lee, Young-Mee
- Issue Date
- Jun-2024
- Publisher
- Korean Society of Medical Education
- Keywords
- Clinical decision-making; Clinical reasoning; Medical education; Teaching method
- Citation
- Korean journal of medical education, v.36, no.2, pp 145 - 155
- Pages
- 11
- Indexed
- SCOPUS
KCI
- Journal Title
- Korean journal of medical education
- Volume
- 36
- Number
- 2
- Start Page
- 145
- End Page
- 155
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/194779
- DOI
- 10.3946/kjme.2024.292
- ISSN
- 2005-727X
2005-7288
- 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.
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Collections - 서울 의과대학 > 서울 의학교육학교실 > 1. Journal Articles
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