Grounded theory - a lens to understanding clinical reasoning

Welch, Paul, Plummer, David, Young, Louise, Quirk, Frances, Larkins, Sarah, Evans, Rebecca, and Sen Gupta, Tarun (2017) Grounded theory - a lens to understanding clinical reasoning. MedEdPublish, 5 January 2017.

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Abstract

Clinical reasoning is fundamental to medical education and clinical practice (Schmidt & Mamede, 2015). Despite its centrality, clinical reasoning is often regarded as difficult to conceptualise and teach (Charlin, 2012; Pinnock & Welch, 2014). The pivotal role of clinical reasoning constitutes a compelling case for better understanding, more efficient teaching and practice that is more systematic and evidence-based. Clinical reasoning has been regarded as an art rather than a science (Braude, 2012) and has attracted less research effort than befits its important function. The authors examined the suitability of grounded theory methodology to provide a more complete understanding of the clinical reasoning process. Grounded theory and clinical reasoning are processes which both qualitatively evaluate and analyse information from an interview subject as well as additional sources and arrive at a robust, defensible theory to explain their findings. Grounded theory offers considerable utility for (i) understanding and modelling clinical reasoning, (ii) researching clinical reasoning and (iii) as a heuristic for teaching clinical reasoning skills. This paper explores the parallels between grounded theory methodology and clinical reasoning, as well as the suitability of grounded theory as a framework for informing and transforming our understanding of clinical reasoning.​

Item ID: 51564
Item Type: Article (Commentary)
ISSN: 2312–7996
Keywords: clinical reasoning, teaching clinical reasoning, researching clinical reasoning, clinical interviewing, grounded theory
Date Deposited: 25 Jun 2018 00:14
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 100%
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