The clinical reasoning process

Barrows, Howard S.; Feltovich, Paul J.

doi:10.1111/j.1365-2923.1987.tb00671.x

Cited by 206 publications

(113 citation statements)

References 6 publications

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“…How students view the structure of medical knowledge can affect their clinical reasoning and their diagnostic performance (Barrows and Feltovich, 1987;Elstein et al, 1978). Also how they organize, integrate and use knowledge structures can affect their ability to recognize meaningful patterns and generate effective explanations and strategies (Baxter et al, 1996;Bordage, 1994).…”

Section: Developing Clinical Reasoningmentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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After defining concept maps, we will present the historical development and theoretical foundations of concept maps derived from disciplines outside of medical education. With this foundation and based on the scoping review conducted, the major focus of this article will shift to the application of concept mapping in medical education. We have selected instructional strategies and sample maps for three contemporary challenges facing medical education to illustrate the portability and broad application of concept maps: 1. linking basic sciences and clinical practice, 2. developing clinical reasoning, and, 3. interprofessional and group learning. Finally, future research studies in concept mapping are suggested.

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Section: Developing Clinical Reasoningmentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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“…McCormick (1986), the ability to recognize a multitude of patterns requires extensive experience and is, unlike reasoning, not amenable to direct instruction (Elstein 1995). This leaves us with hypothesis generation and testing as the focus of a diagnostic problem-solving method (Barrows and Feltovich 1987). However, this is a very general approach that humans use to solve all kinds of problems; it lacks the necessary specificity to be applicable to concrete clinical cases (Blois 1984).…”

Section: After Medical Problem Solving (1978): a Role Left For Teachimentioning

confidence: 99%

Training Clinical Reasoning: Historical and Theoretical Background

Custers¹

2017

Innovation and Change in Professional Education

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In this chapter, we will try to give a concise overview of what is known about teaching clinical reasoning in the era before the concept of "clinical reasoning" as such emerged in the literature. Not surprisingly, the further we go back in time, the more this concept needs to be stretched to fit what can arguably be seen as the predecessors of today's clinical teaching and diagnostic reasoning. Yet, even in the earliest days of medicine, teachers taught students how to make sense of the findings associated with diseases (patients' complaints, signs, and symptoms) and how to use this knowledge to ameliorate a patient's condition, if this could be achieved at all. Starting in the 1950s, clinical reasoning itself became a subject of study, which increasingly enabled clinical educators to advance beyond merely showing and telling students how to apply knowledge and skills in a practical setting, to building theories and models of how clinical reasoning can be effectively and efficiently trained. Clinical Reasoning in the Hippocratean EraThrough all ages, humans have tried to make sense of complaints, symptoms, and diseases; in this sense, clinical reasoning is as old as humanity. In the pre-Hippocratic era, people relied on priests or other authoritative individuals who had privileged access to the intentions divine entities had with the sufferer or with society as a whole, for diseases were sometimes seen -by patients as well as by healers -as containing messages from above. Similarly, the cause of a disease could be couched

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“…Experienced practitioners may travel through the process of diagnosis formulation swiftly, effi-ciently and almost unconsciously, this is termed pattern recognition. 48 Hypothetico-deductive reasoning and pattern recognition, are well recognised diagnostic reasoning strategies used by a number of health professions, including medicine 8,48,49 Hypothetico-deductive reasoning and pattern recognition help to describe how, as practi-tioners we arrive at a diagnosis, which is a fundamental 'step' in clinical practice. However, little is known about the clinical reasoning strategies that occur during the ongoing treatment and management aspects of the osteopathic patient encounter.…”

Section: Clinical Reasoning In Osteopathy E a Need For Researchmentioning

confidence: 99%

Clinical reasoning in osteopathy – More than just principles?

Thomson

Petty

Moore

2011

International Journal of Osteopathic Medicine

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Clinical reasoning is an integral part of clinical practice, and importantly for osteopaths, encompasses more than just the formulation of a diagnosis. With the advent of evidence-based practice health professionals are required to make explicit the strategies behind their clinical decisions. With many other health professions taking a critical view of their models of practice, there is an equal requirement for the osteopathic profession to reflect on and improve the transparency of clinical practice models used in osteopathy. This paper discusses the role of clinical reasoning in professional practice and the existing research in a number of health professions. It considers the need of such research in the osteopathic profession, and goes on to outline the methods by which clinical reasoning can be made visible through research.

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The clinical reasoning process

Cited by 206 publications

References 6 publications

Using Concept Maps to Create Meaningful Learning in Medical Education

Using Concept Maps to Create Meaningful Learning in Medical Education

Training Clinical Reasoning: Historical and Theoretical Background

Clinical reasoning in osteopathy – More than just principles?

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