We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Perspectives on the current state of pre-clerkship clinical reasoning instruction in United States medical schools: a survey of clinical skills course directors.
- Authors
Gupta, Shanu; Jackson, Jennifer M.; Appel, Joel L.; Ovitsh, Robin K.; Oza, Sandra K.; Pinto-Powell, Roshini; Chow, Candace J.; Roussel, Danielle
- Abstract
Keywords: clinical reasoning; clinical skills course; curriculum; pre-clerkship curriculum EN clinical reasoning clinical skills course curriculum pre-clerkship curriculum 59 68 10 02/07/22 20220201 NES 220201 Introduction Clinical reasoning has been broadly defined as the cognitive and non-cognitive process by which a healthcare professional consciously and unconsciously interacts with the patient and the environment to collect and interpret patient data, weigh the benefits and risks of actions, and understand patient preferences to determine a working diagnostic and therapeutic management plan whose purpose is to improve a patient's well-being [[1]]. Pre-clerkship clinical skills and clinical reasoning course performance: explaining the variance in clerkship performance: pre-clerkship predictors of clerkship variance. Table 1: Pre-clerkship clinical skills course director survey responses regarding the importance of including clinical reasoning concepts in the pre-clerkship curriculum (n=101 responses) and the degree to which these concepts are included in formal instructional activities in the pre-clerkship curriculum (n=94 responses), 2019. Relevance of key findings Consistent with respondents' perception that instruction on clinical reasoning concepts is important to include in the pre-clerkship curricula, we also found that the degree of clinical reasoning instruction did not vary based on either the relative percent of pre-clerkship time dedicated to clinical skills instruction or on the total pre-clerkship curriculum duration.
- Subjects
CLINICAL clerkship; MEDICAL logic; CLINICAL competence; EDUCATIONAL surveys; MEDICAL schools; TEACHER development
- Publication
Diagnosis (2194-802X), 2022, Vol 9, Issue 1, p59
- ISSN
2194-802X
- Publication type
Article
- DOI
10.1515/dx-2021-0016