Explicit teaching of clinical reasoning in clinical contexts

Date:  Sunday 6 September 2020
Time:  0930-1230
Location:  Boisdale 2, SEC Loch Suite

  • Ralph Pinnock, Otago University, New Zealand
  • Louise Young, James Cook University, College of Medicine and Dentistry, Townsville, Australia., Australia
  • Paul Welch, James Cook University, College of Medicine and Dentistry, Townsville, Australia, Australia
  • Peter Radue, Dept of General Practice and Rural Health,Dunedin School of Medicine, New Zealand

Summary of theme and why it is important:  Recent advances in teaching clinical reasoning are changing the role of the teacher. Whilst principles from information processing theory, problem solving and situated cognition theory remain important, research is showing that clinical teachers now require additional skills. 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. Methods of teaching clinical reasoning at different stages of the student’s development will be presented and threshold concepts and skills will be introduced as a useful framework for teaching and learning. 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 teacher of the future will need to diagnose the reason why some students are struggling and what specific remediation is required. The presenters will show how their research on the teaching of clinical reasoning, virtual patients, small group case based teaching, the use of concept maps, longitudinal training and instructional videos are informing their teaching of clinical reasoning. A proposed framework for introducing artificial intelligence into decision making will be explored. The facilitators are experienced clinical teachers and researchers and have developed curricula at their institutions. . Workshop participants will be encouraged to role play, apply case studies and practise teaching clinical reasoning using the explicit techniques that have been discussed in the workshop.
What participants will gain:  Current evidence-based methods for teaching clinical reasoning.
Who should participate:  The workshop will be of interest to clinical teachers who are looking to review how they teach clinical reasoning and are interested in exploring new techniques
Level of workshop:  Intermediate to advanced

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