Learning clinical reasoning

Pinnock, Ralph, and Welch, Paul (2014) Learning clinical reasoning. Journal of Paediatrics and Child Health, 50 (4). pp. 253-257.

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View at Publisher Website: http://dx.doi.org/10.1111/jpc.12455
 
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Abstract

Errors in clinical reasoning continue to account for significant morbidity and mortality, despite evidence-based guidelines and improved technology. Experts in clinical reasoning often use unconscious cognitive processes that they are not aware of unless they explain how they are thinking. Understanding the intuitive and analytical thinking processes provides a guide for instruction. How knowledge is stored is critical to expertise in clinical reasoning. Curricula should be designed so that trainees store knowledge in a way that is clinically relevant. Competence in clinical reasoning is acquired by supervised practice with effective feedback. Clinicians must recognise the common errors in clinical reasoning and how to avoid them. Trainees can learn clinical reasoning effectively in everyday practice if teachers provide guidance on the cognitive processes involved in making diagnostic decisions.

Item ID: 33163
Item Type: Article (Research - C1)
ISSN: 1440-1754
Keywords: clinical reasoning, diagnosis, education, teaching/methods
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A version of this publication was included as Chapter 1 of the following PhD thesis: Welch, Paul Gordon John (2018) Exploring the development of clinical reasoning skills among doctors-in-training. PhD thesis, James Cook University, which is available Open Access in ResearchOnline@JCU. Please see the Related URLs for access.

Date Deposited: 14 May 2014 09:48
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
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