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Leal P, Poeira A, Mendes DA, Batalha N, Franco H, Nunes L, Marques F, Pađen L, Stefaniak M, Pérez-Perdomo A, Bangels L, Lemmens K, Amaral G. Teaching and Learning Clinical Reasoning in Nursing Education: A Student Training Course. Healthcare (Basel) 2024; 12:1219. [PMID: 38921333 PMCID: PMC11202887 DOI: 10.3390/healthcare12121219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2024] [Revised: 06/05/2024] [Accepted: 06/10/2024] [Indexed: 06/27/2024] Open
Abstract
Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the "Clinical Reasoning in Nursing and Midwifery Education and Practice" project as part of the Erasmus+ project. As a partner, our team designed a multiplier event-the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education.
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Affiliation(s)
- Paula Leal
- ESEL Nursing School of Lisbon, 1600-190 Lisbon, Portugal;
| | - Ana Poeira
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
- Comprehensive Health Research Centre [CHRC], 1150-082 Lisbon, Portugal
| | - Diana Arvelos Mendes
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
- Comprehensive Health Research Centre [CHRC], 1150-082 Lisbon, Portugal
| | - Nara Batalha
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
- Unidade Local de Saúde da Arrábida, EPE—Hospital São Bernardo, 2910-446 Setúbal, Portugal
| | - Hugo Franco
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
| | - Lucília Nunes
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
- Comprehensive Health Research Centre [CHRC], 1150-082 Lisbon, Portugal
| | - Fernanda Marques
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
- Comprehensive Health Research Centre [CHRC], 1150-082 Lisbon, Portugal
| | - Ljubiša Pađen
- Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia;
- Division of Nursing, Midwifery and Social Work, The University of Manchester, Manchester M13 9PL, UK
| | - Małgorzata Stefaniak
- Faculty of Health Sciences, Medical University of Warsaw, 02-091 Warsaw, Poland;
| | - Ana Pérez-Perdomo
- Hospital Clinic of Barcelona, Fundacio Clinic per a la Recerca Biomedica, 08036 Barcelona, Spain;
| | - Lore Bangels
- University Colleges Leuven-Limburg, 3590 Diepenbeek, Belgium;
| | | | - Guida Amaral
- Instituto Politécnico de Setúbal, Escola Superior de Saúde, Campus do IPS—Estefanilha, 2910-470 Setúbal, Portugal; (A.P.); (D.A.M.); (N.B.); (H.F.); (L.N.); (F.M.)
- Comprehensive Health Research Centre [CHRC], 7002-554 Évora, Portugal
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Becker M, Shields RK, Sass KJ. Psychometric Analysis of an Integrated Clinical Education Tool for Physical Therapists. JOURNAL, PHYSICAL THERAPY EDUCATION 2024:00001416-990000000-00108. [PMID: 38684094 DOI: 10.1097/jte.0000000000000341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 01/02/2024] [Indexed: 05/02/2024]
Abstract
INTRODUCTION Integrated clinical education (ICE) courses require opportunities for practice, assessment of performance, and specific feedback. The purposes of this study were to 1) analyze the internal consistency of a tool for evaluating students during ICE courses, 2) examine the responsiveness of the tool between midterm and final assessments, and 3) develop a model to predict the final score from midterm assessments and explore relationships among the 6 domains. REVIEW OF LITERATURE Several clinical education assessment tools have been developed for terminal clinical experiences, but few have focused on the needs of learners during the ICE. SUBJECTS Eighty-five student assessments were collected from 2 consecutive cohorts of physical therapist students in a first full-time ICE course. METHODS The tool contained 29 items within 6 domains. Items were rated on a 5-point scale from dependent to indirect supervision. Cronbach's alpha was used to analyze the internal consistency of the tool, whereas responsiveness was examined with paired t-test and Cohen's d. A best subsets regression model was used to determine the best combination of midterm variables that predicted the final total scores. Coefficients of determination (R2) were calculated to explore the relationships among domains. RESULTS The tool was found to have high internal consistency at midterm and final assessment (α = 0.97 and 0.98, respectively). Mean scores increased over time for each domain score and for the total score (P < .001; d = 1.5). Scores in 3 midterm domains predicted more than 57% of the variance in the final total score. DISCUSSION AND CONCLUSION Results support the use of this tool to measure student performance and growth in a first full-time ICE course. Targeted measurement of students' abilities in ICE courses assists with differentiating formative and summative learning needed to achieve academic success.
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Affiliation(s)
- Marcie Becker
- Marcie Becker is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
- Richard K. Shields is the chair/department executive officer in the Department of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA . Please address all correspondence to Richard K. Shields
- Kelly J. Sass is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
| | - Richard K Shields
- Marcie Becker is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
- Richard K. Shields is the chair/department executive officer in the Department of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA . Please address all correspondence to Richard K. Shields
- Kelly J. Sass is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
| | - Kelly J Sass
- Marcie Becker is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
- Richard K. Shields is the chair/department executive officer in the Department of Physical Therapy and Rehabilitation Science, University of Iowa, 1-252 Medical Education Building, Iowa City, IA . Please address all correspondence to Richard K. Shields
- Kelly J. Sass is the clinical assistant professor/codirector of clinical education in the Department of Physical Therapy and Rehabilitation Science at the University of Iowa
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Mertens JF, Koster ES, Deneer VHM, Bouvy ML, van Gelder T. Factors influencing pharmacists' clinical decision making in pharmacy practice. Res Social Adm Pharm 2023; 19:1267-1277. [PMID: 37236847 DOI: 10.1016/j.sapharm.2023.05.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 05/09/2023] [Accepted: 05/12/2023] [Indexed: 05/28/2023]
Abstract
BACKGROUND Pharmacists' clinical decision-making is considered a core process of pharmaceutical care in pharmacy practice, but little is known about the factors influencing this process. OBJECTIVE To identify factors influencing clinical decision-making among pharmacists working in pharmacy practice. METHODS Semi-structured interviews were conducted with pharmacists working in primary, secondary, and tertiary care settings in the Netherlands between August and December 2021. A thematic analysis was conducted using an inductive approach. The emerged themes were categorized into the Capability-Opportunity-Motivation-Behaviour (COM-B) model domains. RESULTS In total, 16 pharmacists working in primary care (n = 7), secondary care (n = 4) or tertiary care (n = 5) were interviewed. Factors influencing pharmacists' capability to make clinical decisions are a broad theoretical knowledge base, clinical experience, and skills, including contextualizing data, clinical reasoning, and clinical judgment. The pharmacy setting, data availability, rules and regulations, intra- and interprofessional collaboration, education, patient perspectives, and time are mentioned as factors influencing their opportunity. Factors influencing pharmacists' motivation are confidence, curiosity, critical thinking, and responsibility. CONCLUSIONS The reported factors covered all domains of the COM-B model, implying that clinical decision-making is influenced by a combination of pharmacists' capability, opportunity, and motivation. Addressing these different factors in pharmacy practice and education may improve pharmacists' clinical decision-making, thereby improving patient outcomes.
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Affiliation(s)
- J F Mertens
- Department of Clinical Pharmacy and Toxicology, Leiden University Medical Centre, Leiden, the Netherlands.
| | - E S Koster
- Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Department of Pharmaceutical Sciences, Utrecht University, Utrecht, the Netherlands
| | - V H M Deneer
- Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Department of Pharmaceutical Sciences, Utrecht University, Utrecht, the Netherlands; Department of Clinical Pharmacy, Division of Laboratories, Pharmacy, and Biomedical Genetics, University Medical Centre Utrecht, Utrecht, the Netherlands
| | - M L Bouvy
- Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Department of Pharmaceutical Sciences, Utrecht University, Utrecht, the Netherlands
| | - T van Gelder
- Department of Clinical Pharmacy and Toxicology, Leiden University Medical Centre, Leiden, the Netherlands
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Charrois TL, Sewell HD. Clinical decision-making by fourth-year pharmacy students: Towards an understanding of their uncertainty. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:779-786. [PMID: 37537008 DOI: 10.1016/j.cptl.2023.07.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 07/11/2023] [Accepted: 07/27/2023] [Indexed: 08/05/2023]
Abstract
INTRODUCTION Clinical decision-making is a critical process underpinning much of a pharmacist's daily activities. While it is known that pharmacists hesitate to make decisions, it remains unclear whether pharmacy students experience similar hesitancy. The objective of this study was to better understand the phenomenon of decision-making in pharmacy students. METHODS This study was designed from a social constructivist paradigm using qualitative case study methodology. The purpose was to investigate issues related to hesitancy in clinical decision-making by fourth-year pharmacy students. Data were collected through observation of students engaging in simulations, post-simulation interviews, and written reflections. Data analysis included multiple stages of coding, followed by pattern identification and discovery of interrelationships. RESULTS The primary themes relating to issues in pharmacy student clinical decision-making were relational factors, teaching and learning, degree of certainty, and personal characteristics. Relational factors include elements of relationships with patients and physicians as well as a sense of autonomy. The theme of teaching and learning included the sub-themes of formal education and learning in the real world. Degree of certainty included patient complexity, weighing risks and benefits, comfort in ambiguity, and a lack of information. Finally, personal characteristics associated with decision-making include personal experiences, leadership skills, and confidence. CONCLUSIONS Pharmacy education needs to focus on ensuring preceptors can help model comfort in ambiguity, that assessments include the reality of practice, and ensuring ample practice of decision-making in a simulated environment.
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Affiliation(s)
- Theresa L Charrois
- Faculty of Pharmaceutical Sciences, University of British Columbia, Office 3323, 2405 Wesbrook Mall, Vancouver, British Columbia V6T 1Z3, Canada.
| | - H Douglas Sewell
- Werklund School of Education, University of Calgary, 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada.
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Del Campo Rivas MN, Silva-Ríos AP. Prueba de concordancia de guiones para entrenar el razonamiento clínico en estudiantes de fonoaudiología. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2023. [DOI: 10.5209/rlog.80748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
La prueba de concordancia de guiones (PCG) ha sido utilizada en el entrenamiento y evaluación del razonamiento clínico (RC) como una estrategia innovadora en la formación de profesionales. Sin embargo, no se dispone de evidencia de su aplicación en el pregrado de fonoaudiología. El objetivo de esta investigación fue analizar el desempeño y la percepción de estudiantes de fonoaudiología con respecto al uso de scripts. Se diseñó un piloto pre-experimental y multicéntrico, complementado con tres grupos focales. Las variables cuantitativas continuas fueron resumidas a través de medias y desviación estándar. La comparación entre grupos se ejecutó con Anova one way y la prueba post hoc de Bonferroni, considerando un nivel de significancia p<.05. La fase cualitativa incorporó un análisis de contenido mediante la codificación abierta de textos y la identificación e interpretación de familias de significado emergentes. El rendimiento promedio de los estudiantes fue de 4.03 (DS= 0.35), observándose un incremento en el rendimiento de RC durante el semestre (p= 0.03). La percepción de los estudiantes resulto positiva y se identificó cuatro familias de significado relacionadas con: razonamiento clínico, oportunidades de mejora implementación de la estrategia y retroalimentación docente. A modo de conclusión, la incorporación de scripts en estudiantes de pregrado de fonoaudiología es factible, incrementa el rendimiento y apoya el desarrollo del RC.
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Grijpma JW, Mak‐van der Vossen M, Kusurkar RA, Meeter M, de la Croix A. Medical student engagement in small-group active learning: A stimulated recall study. MEDICAL EDUCATION 2022; 56:432-443. [PMID: 34888913 PMCID: PMC9300194 DOI: 10.1111/medu.14710] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 11/25/2021] [Accepted: 11/30/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Active learning relies on students' engagement with teachers, study materials and/or each other. Although medical education has adopted active learning as a core component of medical training, teachers have difficulties recognising when and why their students engage or disengage and how to teach in ways that optimise engagement. With a better understanding of the dynamics of student engagement in small-group active learning settings, teachers could be facilitated in effectively engaging their students. METHODS We conducted a video-stimulated recall study to explore medical students' engagement during small-group learning activities. We recorded one teaching session of two different groups and selected critical moments of apparent (dis)engagement. These moments served as prompts for the 15 individual semi-structured interviews we held. Interview data were analysed using Template Analysis style of thematic analysis. To guide the analysis, we used a framework that describes student engagement as a dynamic and multidimensional concept, consisting of behavioural, cognitive and emotional components. RESULTS The analysis uncovered three main findings: (1) In-class student engagement followed a spiral-like pattern. Once students were engaged or disengaged on one dimension, other dimensions were likely to follow suit. (2) Students' willingness to engage in class was decided before class, depending on their perception of a number of personal, social and educational antecedents of engagement. (3) Distinguishing engagement from disengagement appeared to be difficult for teachers, because the intention behind student behaviour was not always identifiable. DISCUSSION This study adds to the literature by illuminating the dynamic process of student engagement and explaining the difficulty of recognising and influencing this process in practice. Based on the importance of discerning the intentions behind student behaviour, we advise teachers to use their observations of student (dis)engagement to initiate interaction with students with open and inviting prompts. This can help teachers to (re-)engage students in their classrooms.
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Affiliation(s)
- Jan Willem Grijpma
- Faculty of Medicine, Research in EducationAmsterdam UMC, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- Faculty of Behavioural and Movement SciencesLEARN! Academy, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Marianne Mak‐van der Vossen
- Department of General Practice/GP specialist training AMC, Amsterdam UMCUniversity of AmsterdamThe Netherlands
| | - Rashmi A. Kusurkar
- Faculty of Medicine, Research in EducationAmsterdam UMC, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Martijn Meeter
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Anne de la Croix
- Faculty of Medicine, Research in EducationAmsterdam UMC, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
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Sudacka M, Adler M, Durning SJ, Edelbring S, Frankowska A, Hartmann D, Hege I, Huwendiek S, Sobočan M, Thiessen N, Wagner FL, Kononowicz AA. Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators. BMC MEDICAL EDUCATION 2021; 21:575. [PMID: 34772405 PMCID: PMC8588939 DOI: 10.1186/s12909-021-02960-w] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 09/27/2021] [Indexed: 05/28/2023]
Abstract
BACKGROUND Effective clinical reasoning is a core competency of health professionals that is necessary to assure patients' safety. Unfortunately, adoption of longitudinal clinical reasoning curricula is still infrequent. This study explores the barriers that hinder the explicit teaching of clinical reasoning from a new international perspective. METHODS The context of this study was a European project whose aim is to develop a longitudinal clinical reasoning curriculum. We collected data in semi-structured interviews with responders from several European countries who represent various health professions and have different backgrounds, roles and experience. We performed a qualitative content analysis of the gathered data and constructed a coding frame using a combined deductive/inductive approach. The identified themes were validated by parallel coding and in group discussions among project members. RESULTS A total of 29 respondents from five European countries participated in the interviews; the majority of them represent medicine and nursing sciences. We grouped the identified barriers into eight general themes: Time, Culture, Motivation, Clinical Reasoning as a Concept, Teaching, Assessment, Infrastructure and Others. Subthemes included issues with discussing errors and providing feedback, awareness of clinical reasoning teaching methods, and tensions between the groups of professionals involved. CONCLUSIONS This study provides an in-depth analysis of the barriers that hinder the teaching of explicit clinical reasoning. The opinions are presented from the perspective of several European higher education institutions. The identified barriers are complex and should be treated holistically due to the many interconnections between the identified barriers. Progress in implementation is hampered by the presence of reciprocal causal chains that aggravate this situation. Further research could investigate the perceptual differences between health professions regarding the barriers to clinical reasoning. The collected insights on the complexity and diversity of these barriers will help when rolling out a long-term agenda for overcoming the factors that inhibit the implementation of clinical reasoning curricula.
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Affiliation(s)
- Małgorzata Sudacka
- Department of Medical Education, Jagiellonian University Medical College, Krakow, Poland.
| | | | - Steven J Durning
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Samuel Edelbring
- Learning and Professional Development Group, School of Health Sciences, Örebro University, Örebro, Sweden
| | - Ada Frankowska
- Department of Bioinformatics and Telemedicine, Faculty of Medicine, Jagiellonian University Medical College, Krakow, Poland
| | - Daniel Hartmann
- Medical Education Sciences, Medical Faculty, University of Augsburg, Augsburg, Germany
| | - Inga Hege
- Medical Education Sciences, Medical Faculty, University of Augsburg, Augsburg, Germany
- Institute for Medical Education, Klinikum der Ludwig-Maximilians-Universität, Munich, Germany
| | - Sören Huwendiek
- Institute for Medical Education, University of Bern, Bern, Switzerland
| | - Monika Sobočan
- Centre for Medical Education, Faculty of Medicine, University of Maribor, Maribor, Slovenia
- Division of Gynecology and Perinatology, University Medical Centre Maribor, Maribor, Slovenia
| | - Nils Thiessen
- EDU - a degree smarter, Digital Education Holdings Ltd., Kalkara, Malta
| | | | - Andrzej A Kononowicz
- Department of Bioinformatics and Telemedicine, Faculty of Medicine, Jagiellonian University Medical College, Krakow, Poland
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Duca N, Adams N, Glod S, Haidet P. Barriers to Learning Clinical Reasoning: a Qualitative Study of Medicine Clerkship Students. MEDICAL SCIENCE EDUCATOR 2020; 30:1495-1502. [PMID: 34457817 PMCID: PMC8368843 DOI: 10.1007/s40670-020-01069-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Clinical reasoning is crucial to good patient care, but both learning and applying clinical reasoning skills in the context of a complex working environment can be challenging. We sought to understand the perceived barriers to learning clinical reasoning, as experienced by internal medicine clerkship students at our institution. We invited internal medicine clerkship students to participate in focus groups to discuss their experiences with and barriers to learning clinical reasoning. A survey was administered to gather additional responses. Responses were reviewed, coded, and synthesized to identify key themes. Twenty-nine medicine clerkship students (male = 14, female = 15) participated in six 60-minute focus groups, and 121 (61% response rate) students responded to the barriers to clinical reasoning survey from March 2018 to May 2019. We identified three themes (clerkship acclimation, data access, and practice optimization) and ten subthemes as aspects of the clerkship environment that impacted students' ability to develop clinical reasoning skills. Students identified barriers to learning clinical reasoning during the internal medicine clerkship. The themes "clerkship acclimation" and "data access" were identified as prerequisites to clinical reasoning while the theme "practice optimization" described key components of the deliberate practice of clinical reasoning. Educators and health systems may improve the development of clinical reasoning by recognizing and overcoming these barriers within clinical learning environments.
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Affiliation(s)
- Nicholas Duca
- Department of Medicine, Penn State College of Medicine, 500 University Drive H034, Hershey, PA 17033 USA
| | - Nancy Adams
- Harrell Health Sciences Library, Penn State College of Medicine, Hershey, PA USA
| | - Susan Glod
- Department of Medicine, Penn State College of Medicine, 500 University Drive H034, Hershey, PA 17033 USA
| | - Paul Haidet
- Department of Medicine, Penn State College of Medicine, 500 University Drive H034, Hershey, PA 17033 USA
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Chandratilake M. Clinical reasoning in the age of cyber-physical systems. CLINICAL TEACHER 2020; 17:6-8. [PMID: 31970938 DOI: 10.1111/tct.13137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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