Webinar (Open)
Jun 2, 02:30 PM - 03:30 PM (ET)
Students often find the transition from pre-clinical to clinical learning challenging because it is not always obvious how they should analyze patient presentations in real time. Students first observe and learn clinical reasoning from their teaching residents and faculty in clinical venues. In these clinical settings, learning is often more observational where students seek to emulate systematic frameworks they observe.
Clerkship didactics are also important teaching venues to develop students’ clinical reasoning skills. Didactics offer students the opportunity to discuss and understand systematic frameworks through clinical cases. There are several foundational clinical reasoning frameworks from the literature that can be taught to students. Some examples include problem representation (a synthesized summary highlighting the defining features of a case) and illness scripts (a summary of one’s knowledge about a particular disease). Furthermore, there are clear evidence-based strategies for teaching clinical reasoning effectively in the classroom setting. When students learn clinical reasoning in didactics and apply these skills clinically, they are more likely to be conscious and confident in the different steps of clinical reasoning.
In this session, we will outline these frameworks and teaching strategies, using our two institutions as case studies. We will provide a handout of a guide to clinical reasoning curriculum development for future reference.
Presenters:
Rachel Hathaway, MD
Yamini Saravanan, MD
Jessica Hoy, MD