Suzanne Laurin

Clinical reasoning difficulties: A taxonomy for clinical teachers

Background: Clinical reasoning is the cornerstone of medical practice. To date, there is no established framework regarding clinical reasoning difficulties, how to identify them, and how to remediate them. Aim: To identify the most common clinical reasoning difficulties as they present in residents’ patient encounters, case summaries, or medical notes. To develop a guide to support medical educators’ process of educational diagnosis and management in this area. Methods: We used a participatory action research method. We carried out eight iterative reflective cycles with a group of clinical teachers. The repeated phases of experimentation and observation were conducted by participants in their own clinical teaching setting. Our findings were tested and validated on both an individual and collective basis Results: We found five categories of clinical reasoning difficulties as they present in the clinical teaching settings. We identified indicators for each. Indicators may be different depending on the type of supervision. These findings were assembled and organized to construct a guide for clinical teachers. Conclusions: The guide should assist clinical teachers in detecting clinical reasoning difficulties during clinical teaching and in providing remediation that is tailored to the specific difficulty identified. Its development furthers our understanding of clinical reasoning difficulties and provides a useful tool.

Remediation for struggling learners: putting an end to ‘more of the same’

Comment on The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version. Destroy user interface controlWorkplace-based assessments in Foundation Programme training: do trainees in difficulty use them differently? [Med Educ. 2013] The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version. Destroy user interface controlThe remediation challenge: theoretical and methodological insights from a systematic review. [Med Educ. 2013]

Aborder le raisonnement clinique du point de vue pédagogique - III. Les difficultés de raisonnement clinique à l'étape du traitement et du raffinement des hypothèses : la fermeture prématurée

Messages clés • Le raisonnement clinique ne s’arrête pas avec la formulation du diagnostic. Il doit se poursuivre à l’étape de l’élaboration du plan d’intervention pour permettre au médecin de faire les meilleurs choix d’investigations, de recommandations, de traitements et de suivi. • Au cours de la supervision, grâce à une démarche de diagnostic pédagogique semblable à celle appliquée en clinique, le clinicien enseignant peut identifier de telles difficultés de raisonnement clinique et tenter de les corriger.

Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis

Abstract There are many obstacles to the timely identification of clinical reasoning difficulties in health professions education. This guide aims to provide readers with a framework for supervising clinical reasoning and identifying the potential difficulties as they may occur at each step of the reasoning process.