In a 2015 report, the institute of Medicine reported that diagnostic error can lead up to as many as 80,000 deaths in the US. While there are many contextual reasons, errors in diagnostic reasoning are an actionable cause. ACGME now specifically includes clinical reasoning as a core competency in Milestones 2.0. Therefore, it is incumbent upon faculty to be good at assessment of clinical reasoning and to give formative feedback on trainees’ clinical reasoning. The definition of clinical reasoning is hard to pinpoint. Delaney et al described clinical reasoning simply as “making thinking visible.” It implies that when discussing clinical reasoning and its assessment, we must incorporate a transparency between evaluator and learner. This transparency can be very directive. It can clarify expectations, appropriately identify gaps in reasoning skills, help to create a more individualized learning plan, and may also improve communication, as it occurs in patient care and learner assessment. To make the thinking process “visible,” faculty must become fluent in the language of clinical reasoning and comfortable with its assessment. This webinar focuses on improving faculty understanding of the tenets of clinical reasoning using the Assessment of Reasoning Tool as a guide. Faculty will be able to webinar complex learner cases and assess feedback. Presenters will review findings from the literature addressing transition to practice and share results from a qualitative study of new-to-practice attendings and their supervisors to define gaps in readiness for practice. Presenters will highlight gaps that should be addressed in residency training and describe learning experiences to achieve this goal as well as share results from a pilot “pre-attending” rotation with lessons learned and exciting future directions.
Presenter: Calen Frolkis, MD
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