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- Elvén, Maria, 1973-, et al.
(författare)
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Clinical Reasoning Curricula in Health Professions Education : A Scoping Review
- 2023
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Ingår i: Journal of medical education and curricular development. - : Sage Publications. - 2382-1205. ; 10
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Forskningsöversikt (refereegranskat)abstract
- OBJECTIVES: This scoping review aimed to explore and synthesize current literature to advance the understanding of how to design clinical reasoning (CR) curricula for students in health professions education.METHODS: Arksey and O'Malley's 6-stage framework was applied. Peer-reviewed articles were searched in PubMed, Web of Science, CINAHL, and manual searches, resulting in the identification of 2932 studies.RESULTS: Twenty-six articles were included on CR in medical, nursing, physical therapy, occupational therapy, midwifery, dentistry, and speech language therapy education. The results describe: features of CR curriculum design; CR theories, models, and frameworks that inform curricula; and teaching content, methods, and assessments that inform CR curricula.CONCLUSIONS: Several CR theories, teaching, and assessment methods are integrated into CR curricula, reflecting the multidimensionality of CR among professions. Specific CR elements are addressed in several curricula; however, no all-encompassing CR curriculum design has been identified. These findings offer useful insights for educators into how CR can be taught and assessed, but they also suggest the need for further guidance on educational strategies and assessments while learners progress through an educational program.
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| 2. |
- Elvén, Maria, 1973-, et al.
(författare)
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How can clinical reasoning teaching change from a ‘black-box phenomenon’ to a structured clinical reasoning curriculum? Insights from a scoping review.
- 2022
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Ingår i: Textes de la 5e Conférence internationale de Montréal sur le raisonnement clinique. - 9782897994099 ; , s. 56-57
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Konferensbidrag (refereegranskat)abstract
- IntroductionClinical reasoning (CR) is scarcely explicitly taught in health profes- sions education. Barriers to teach CR include lack of awareness of teaching methods and a change-resistant teaching culture. Thus, CR often becomes a ‘black-box phenomenon’ that students need to develop informally. To advance our understanding of structured CR curriculum design in health professions education a scoping review was conducted. MethodologyArksey and O’Malley’s six-stage framework (1) was applied. Peer- reviewed articles were searched in PubMed, Web of Science, CINAHL, and manual searches, resulting in the identification of 2932 studies, which were screened by the team.ResultsTwenty-six articles were selected from medical, nursing, physical ther- apy, occupational therapy, midwifery, dentistry, and speech language therapy education. The analysis identified three themes: Features of CR curriculum design; CR theories informing curricula; and CR teaching content and methods.DiscussionNo all-encompassing CR curriculum design was identified. However, several theories and specific methods were described supporting CR development. Dual-process theory was the most prevalent theory and active learning approaches were emphasized. Patient centeredness in CR teaching was scarcely described. The diversity of methods stresses that educators need to make the intended meaning of CR explicit in their curricular work.ConclusionSpecific theories and teaching methods can support curriculum devel- opment. Lack of overall CR curriculum strategy in the literature stresses further guidance on a longitudinal CR curriculum that support stu- dents’ CR progression throughout study programs.
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| 3. |
- Parodis, Ioannis, 1981-, et al.
(författare)
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Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula : Recommendations from a European Consortium
- 2021
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 18:21
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Tidskriftsartikel (refereegranskat)abstract
- Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient's unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues.
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