Can think aloud be used to teach and assess clinical reasoning in graduate medical education

Pinnock, Ralph, Young, Louise, Spence, Fiona, Henning, Marcus, and Hazell, Wayne (2015) Can think aloud be used to teach and assess clinical reasoning in graduate medical education. Journal of Graduate Medical Education, 7 (3). pp. 334-337.

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Abstract

[Extract] Clinical reasoning may be defined as the cognitive processes involved in arriving at a diagnosis or treatment plan. It is central to effective medical practice, yet it remains elusive and continues to present a challenge to clinical teachers and learners. The antemortem misdiagnosis rate at autopsies and audits of adverse events in hospitals attest to the continuing importance of clinical reasoning, despite the introduction of guidelines and advances in technology. The level of quality and accuracy of the clinical reasoning that underlies diagnostic and management decisions is the difference between trainees and expert clinicians. The process of learning clinical reasoning may be assisted by using think aloud.

Item ID: 40464
Item Type: Article (Research - C1)
ISSN: 1949-8349
Date Deposited: 30 Sep 2015 01:23
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 50%
11 MEDICAL AND HEALTH SCIENCES > 1199 Other Medical and Health Sciences > 119999 Medical and Health Sciences not elsewhere classified @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 50%
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