Conferences > AMEE 2020: The Virtual Conference > Programme > Masterclasses

Teaching of clinical reasoning in clinical contexts

Chair:  Ralph Pinnock, Education Unit, Dunedin School of Medicine, Otago University, New Zealand

Presenters:

  • Louise Young, James Cook University, College of Medicine and Dentistry, Townsville, Australia

  • Peter Radue, Dept of General Practice and Rural Health, Dunedin School of Medicine, Otago University, New Zealand

Summary:
Clinical reasoning is context specific so there is no substitute for learning in the workplace. The use of specific and explicit clinical reasoning teaching approaches also benefits development of metacognitive skills with the potential to improve diagnostic accuracy. To demonstrate all aspects of the clinical reasoning process teachers, need to explicitly teach using techniques such as think aloud, explicit role modelling of automatic, subconscious thinking, multiple differential diagnoses, and use of mnemonics such as SNAPPS. The presenters will show how their research on the teaching of clinical reasoning guides their teaching in the workplace.
Clinical reasoning is context specific so there is no substitute for learning in the workplace. The use of specific and explicit clinical reasoning teaching approaches also benefits development of metacognitive skills with the potential to improve diagnostic accuracy. To demonstrate all aspects of the clinical reasoning process teachers, need to explicitly teach using techniques such as think aloud, explicit role modelling of automatic, subconscious thinking, multiple differential diagnoses, and use of mnemonics such as SNAPPS. The presenters will show how their research on the teaching of clinical reasoning guides their teaching in the workplace.

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