Clinical reasoning sessions: back to the patient

Abstract

The CRS format returns the student to the patient, emphasises clinical assessment skills and considers treatment in the real-world context of the patient. Students practise a more sophisticated reasoning process with real patients modelled upon that of their expert tutor. This has increased student engagement compared with the previous PBL programme.

A qualitative study exploring how pharmacist and nurse independent prescribers make clinical decisions

“…More recent studies have focused on educational interventions to contribute towards promoting clinical reasoning (Ark, Brooks, & Eva, 2007;Harris, Boyce, & Ajjawi, 2011;Radomski & Russell, 2010;Stieger, Praschinger, Kletter, & Kainberger, 2011). However, little research explores how non-medical prescribers clinically reason to arrive at a clinically appropriate decision (Mcintosh, Stewart, Forbes-Mckay, Mccaig, & Cunningham, 2016).…”

“…Studies then began to research the influence of memory (Patel & Groen, ), mental representations and knowledge organization (Barrows & Feltovich, ; Bordage, Connell, Chang, Gecht, & Sinacore, ), direction of reasoning (Arocha, Patel, & Patel, ) and accuracy in decision‐making to understand how healthcare professionals think. More recent studies have focused on educational interventions to contribute towards promoting clinical reasoning (Ark, Brooks, & Eva, ; Harris, Boyce, & Ajjawi, ; Radomski & Russell, ; Stieger, Praschinger, Kletter, & Kainberger, ). However, little research explores how non‐medical prescribers clinically reason to arrive at a clinically appropriate decision (Mcintosh, Stewart, Forbes‐Mckay, Mccaig, & Cunningham, ).…”

Grupo Tutorial e a Saúde Mental no Ensino Médico

“…A dissintonia explicitada nesta pesquisa entre o PP e o currículo real, melhor dizendo, entre teoria e prática na estratégia tutoria, pode ter várias origens: ausência de uma referência brasileira sobre a abordagem do tema no currículo médico com metodologias ativas; discriminação e preconceito em relação ao doente mental pelos próprios profissionais que atuam na educação médica; e, como referido por Harris et al 18 , a própria ABP pode ser um fator limitante. Esta limitação pode se dever ao fato de que é frequente a utilização de tutores não especialistas ou devidamente treinados, que apresentarão as diferentes situações clínicas em Psiquiatria simplificando demasiadamente a exploração dos conteúdos de saúde mental durante as sessões de tutoria.…”

Innovative methods in teaching psychiatry to medical students

“…Our approach is quite similar in this respect to the valued method of problem-based learning (PBL) 18 . We believe this method is also quite appropriate for learning clinical reasoning, particularly when the cases are worked-out in small groups under the leadership of specially trained medical students and the maintained supervision of the professor 19 .Clinical reasoning is considered to be a crucial aspect of medical training 20 .…”