Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study

Feijó, Lorena Pinho; Pereira, Guilherme Abreu; Ruffini, Vitor Maia Teles; Valente, Fernando Salvetti; Santos, Renato Antunes dos; Filho, Saadallah Azor Fakhouri; Nunes, Maria do Patrocínio Tenório; Augusto, Kristopherson Lustosa

doi:10.1590/1516-3180.2021.1028.r1.13072022

Cited by 1 publication

(3 citation statements)

References 35 publications

(48 reference statements)

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“…In the process of supervision during direct observation and feedback, case-based discussion and case formulation 31 the clinical supervisor can also share his own clinical reasoning model so as to make the implicit explicit. 6 This can be supported by faculty development to enhance the knowledge and skills of the faculty in helping the development of range of clinical reasoning modalities within the learner over time.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of understanding and studying the clinician's reasoning process has long been recognized [1][2][3] and this extant literature has led to multiple improvements in the pedagogical methods deployed to enhance it. [4][5][6] Many different approaches have been proposed to characterize the way in which people approach clinical reasoning. Several approaches share the same nomenclature (deductive and inductive logic) but structure the reasoning process differently.…”

Section: Introductionmentioning

confidence: 99%

“…14 To date, despite understanding the importance of clinical reasoning and its emergence during psychiatry residency training, extant studies mainly focus on ways of improving clinical reasoning and the methods used for testing it. [4][5][6]13 Few studies have attempted to explore how clinical reasoning evolves throughout the training and career of psychiatrists or the experiences that influence its evolution. These are important targets for future research as a greater understanding of these phenomena may inform and improve the pedagogical strategies used to foster clinical reasoning over the career of psyciatrists.…”

Section: Introductionmentioning

confidence: 99%

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The development of clinical reasoning throughout the training and career of psychiatrists in Singapore

Poremski,

Kwang,

Lim

et al. 2023

Int J Med Educ

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Objectives The current study sought to explain how different professional experiences led Singaporean psychiatrists to alter their clinical reasoning processes as their careers evolved from psychiatry residents to senior consultant psychiatrists. Methods The current qualitative study interviewed 26 clinicians at various stages of their psychiatric career, spanning residents to senior psychiatrists. The authors used a constructivist grounded theory approach to structure the collection and analysis of data. Analyses produced a dense theoretical explanation rooted in the experiences of participants. Results Several differences emerged between the way psychiatry residents and senior psychiatrists explained their reasoning process and the experiences on which they based their preference. Residents preferred using deductive logic-driven frameworks that were diagnosis-centric, because of the pressures they experienced during their training and assessments. Senior psychiatrists emphasized a more holistic and problem-centric approach. Participants attributed the changes that occurred over time to practical experiences, such as their greater clinical responsibility and independence, and individual experiences, such as growing sensitivity to the clinical reasoning process or their growing propensity for professional reflectiveness. These changes manifest as an increase in repertoire and flexibility in deployment of different clinical reasoning strategies. Conclusions It is important for trainees to be aware of the deductive and inductive modes of clinical reasoning during supervision and to be comfortable with shifting clinical focus from diagnoses to specific individual problems. Training programs should provide and plan adequate longitudinal clinical exposure to develop clinical reasoning abilities in a way that allows consequences of decisions to be explored. Continued faculty development to ease the diversification of clinical reasoning skills should be encouraged, as should reflectivity in the learners during clinical supervision.

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Section: Discussionmentioning

confidence: 99%