2009
DOI: 10.1080/01421590802512979
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Teaching clinical thinking to first-year medical students

Abstract: The core features, and the modules based upon them, can serve for further empirical work on clinical reasoning and lead to modules for advanced students as they progress in their acquisition of expertize.

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Cited by 40 publications
(44 citation statements)
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References 17 publications
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“…5 Therefore, clinical reasoning functions as a cognitive link, through establishing a process in which knowledge of basic medical science is used as a bridge for the transition to the clinical phase. 2 The present study, which was conducted among students, has some limitations. This study did not include the sixth-year undergraduate students because of difficulty in gaining access to them, given that they were undergoing training outside of the university's medical school.…”
Section: 26mentioning
confidence: 99%
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“…5 Therefore, clinical reasoning functions as a cognitive link, through establishing a process in which knowledge of basic medical science is used as a bridge for the transition to the clinical phase. 2 The present study, which was conducted among students, has some limitations. This study did not include the sixth-year undergraduate students because of difficulty in gaining access to them, given that they were undergoing training outside of the university's medical school.…”
Section: 26mentioning
confidence: 99%
“…2,7,34 Integration of the knowledge obtained from basic medical science occurs due to repeated application of this knowledge within clinical practice environments, as an easier way to access the reasoning structures. 1,2,7,34 Undergraduate students acquire the necessary biological knowledge during the preclinical phase of the medical course. Three stages in the development of clinical reasoning have been described: acquisition of knowledge of basic medical science; experience acquired through contact with patients; and integration of theoretical knowledge.…”
Section: Clinical Reasoningmentioning
confidence: 99%
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“…Nessa perspectiva, nota-se nos últimos anos uma crescente discussão da necessidade de mudanças curriculares que incluam programas específicos de capacitação dos graduandos para realizar consultas baseadas em pressupostos do atendimento centrado no paciente 49,51,[54][55][56][57][58] . Parte dessa discussão curricular envolve a efetividade da capacitação.…”
Section: Necessidade De Mudanças Na Formação Médicaunclassified
“…Ele constroi sua atuação com base no paradigma biomédico, no qual a doença é colocada no centro da consulta 53,54 . Portanto, parece importante a introdução precoce na graduação de programas para a discussão dos conceitos de atendimento centrado no paciente e das habilidades de comunicação.Nessa perspectiva, nota-se nos últimos anos uma crescente discussão da necessidade de mudanças curriculares que incluam programas específicos de capacitação dos graduandos para realizar consultas baseadas em pressupostos do atendimento centrado no paciente 49,51,[54][55][56][57][58] . Parte dessa discussão curricular envolve a efetividade da capacitação.…”
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