Uploaded byMatthew Molineux
Facilitating the development of clinical reasoning
Clinical reasoning is the cognitive process underlying diagnosis and management of patient problems. It involves integrating different types of knowledge, weighing evidence, critically thinking about arguments, and reflecting on the process used to arrive at a diagnosis. Developing clinical reasoning requires practicing skills and knowledge, using reflection, and employing strategies like using a shared language, dedicating time for modeling and feedback, and engaging in reflective techniques individually and in groups.
More Related Content
Similar to Facilitating the development of clinical reasoning
Facilitating the development of clinical reasoning
- 1. Facilitating the Development of Clinical Reasoning
- 2. I What isclinical reasoning? II Why is it important? III Reflective exercise IV Strategies to develop reasoning
- 3.
- 4.
- 5. diagnostic reasoning? clinical reasoning? professional reasoning?
- 6. the cognitive processthat underlies diagnosis and management of a patient’s presenting problem Linn, A., Khaw, C., Kildea, H., & Tonkin, A. (2012). Clinical reasoning - A guide to improving teaching and practice. Australian Family Physician, 41(1-2), 18-20.
- 7. cognitive process diagnosis management patients problem
- 8. ability to integrateand apply different types of knowledge, to weigh evidence, critically think about arguments and to reflect upon the process used to arrive at a diagnosis Linn, A., Khaw, C., Kildea, H., & Tonkin, A. (2012). Clinical reasoning - A guide to improving teaching and practice. Australian Family Physician, 41(1-2), 18-20.
- 9. cognitive process diagnosis management patients problem integrate and apply different types of knowledge weigh evidence think critically reflect
- 10. cognitive process diagnosis management p lex patients c om rc es problem sou tiple integrate and apply mul different types of knowledge weigh evidence think critically reflect
- 12. ...practice skills andknowledge ...reasoning
- 13. technical rational professional artistry Fish, D. (1995). Quality Mentoring for Student Teachers: A Principled Approach to Practice. London: David Fulton.
- 14. follows rules andlaws aims for efficient systems knowledge is permanent theory is applied to practice technical expertise is all quality = quantity training
- 15. starts where rulesfade wants creativity knowledge is dynamic theory from practice professional judgements embraces uncertainty education
- 16. technical rational professional artistry Fish, D. (1995). Quality Mentoring for Student Teachers: A Principled Approach to Practice. London: David Fulton.
- 17.
- 18. Expert Novice use past experience perceive patterns selective attention perceive problems at a deep level understand client perspective
- 19.
- 21. strands of reflection Fish, D. (1991). Developing a theoretical framework. In D. Fish, S. Twinn & B. Purr (Eds.), Promoting Reflection: Improving the Supervision of Practice in Health Visiting and Initial Teacher Training (pp. 17-31). London: West London Institute of Higher Education.
- 22.
- 23. factual reconstructing the experience,drawing mainly on procedural knowledge of it
- 24. retrospective developing a wholisttheory about, and a critique of, the entire experience, drawing mainly on procedural knowledge of it
- 25. sub-stratum uncovering and exploringcritically the personal theory which underlies the experience, and considering how it relates to and might be helped by formal theory
- 26. sub-stratum uncovering and exploringcritically the personal theory which underlies the experience, and considering how it relates to and might be helped by formal theory
- 27. connective considering how theexperience might relate to future experiences
- 28.
- 29. Strategies to develop s clinical reasoning
- 30.
- 31. rack occupational interactiveethic rative theoretical diagnostic three- conditional collaborative procedu scientific occupational ethical colla thical narrative theoretical diagnos scientific conditional collaborative dural occupational interactive ethic narrative theoretical diagnostic thr ific conditional collaborative proce
- 32.
- 33.
- 34. Beware: tacit knowledge Model
- 35.
- 36.
- 37.
- 38.
- 39. reflection 35
- 40. reflection prospective / spective/ retrospective 35
- 41. articulation 36
- 42. written verbal role play articulation 36
- 43.
- 44.
- 45.
- 46. read widely 40
- 48. Shared language Dedicated time Model Techniques (individual, groups) reflection articulation problem list prioritisation provide feedback read widely
- 49.
- 50. factual What did you do well? retrospective What could you do differently? sub-stratum connective
- 51. 2 actions as aresult of this session