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The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning

INTRODUCTION: National organizations have identified a need for the creation of novel approaches to teach clinical reasoning throughout medical education. The aim of this project was to develop, implement and evaluate a novel clinical reasoning mapping exercise (CResME). METHODS: Participants includ...

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Autores principales: Torre, Dario M., Hernandez, Caridad A., Castiglioni, Analia, Durning, Steven J., Daley, Barbara J., Hemmer, Paul A., LaRochelle, Jeffrey
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6382623/
https://www.ncbi.nlm.nih.gov/pubmed/30666584
http://dx.doi.org/10.1007/s40037-018-0493-y
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author Torre, Dario M.
Hernandez, Caridad A.
Castiglioni, Analia
Durning, Steven J.
Daley, Barbara J.
Hemmer, Paul A.
LaRochelle, Jeffrey
author_facet Torre, Dario M.
Hernandez, Caridad A.
Castiglioni, Analia
Durning, Steven J.
Daley, Barbara J.
Hemmer, Paul A.
LaRochelle, Jeffrey
author_sort Torre, Dario M.
collection PubMed
description INTRODUCTION: National organizations have identified a need for the creation of novel approaches to teach clinical reasoning throughout medical education. The aim of this project was to develop, implement and evaluate a novel clinical reasoning mapping exercise (CResME). METHODS: Participants included a convenience sample of first and second year medical students at two US medical schools: University of Central Florida (UCF) and Uniformed Services University of Health Sciences (USUHS). The authors describe the creation and implementation of the CResME. The CResME uses clinical information for multiple disease entities as nodes in different domains (history, physical exam, imaging, laboratory results, etc.), requiring learners to connect these nodes of information in an accurate and meaningful way to develop diagnostic and/or management plans in the process. RESULTS: The majority of medical students at both institutions felt that the CResME promoted their understanding of the differential diagnosis and was a valuable tool to compare and contrast elements of a differential diagnosis. Students at both institutions recommended using the CResME for future sessions. DISCUSSION: The CResME is a promising tool to foster students’ clinical reasoning early in medical school. Research is needed on the implementation of the CResME as an instructional and assessment strategy for clinical reasoning throughout medical school training. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s40037-018-0493-y) contains supplementary material, which is available to authorized users.
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spelling pubmed-63826232019-03-10 The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning Torre, Dario M. Hernandez, Caridad A. Castiglioni, Analia Durning, Steven J. Daley, Barbara J. Hemmer, Paul A. LaRochelle, Jeffrey Perspect Med Educ Show and Tell INTRODUCTION: National organizations have identified a need for the creation of novel approaches to teach clinical reasoning throughout medical education. The aim of this project was to develop, implement and evaluate a novel clinical reasoning mapping exercise (CResME). METHODS: Participants included a convenience sample of first and second year medical students at two US medical schools: University of Central Florida (UCF) and Uniformed Services University of Health Sciences (USUHS). The authors describe the creation and implementation of the CResME. The CResME uses clinical information for multiple disease entities as nodes in different domains (history, physical exam, imaging, laboratory results, etc.), requiring learners to connect these nodes of information in an accurate and meaningful way to develop diagnostic and/or management plans in the process. RESULTS: The majority of medical students at both institutions felt that the CResME promoted their understanding of the differential diagnosis and was a valuable tool to compare and contrast elements of a differential diagnosis. Students at both institutions recommended using the CResME for future sessions. DISCUSSION: The CResME is a promising tool to foster students’ clinical reasoning early in medical school. Research is needed on the implementation of the CResME as an instructional and assessment strategy for clinical reasoning throughout medical school training. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s40037-018-0493-y) contains supplementary material, which is available to authorized users. Bohn Stafleu van Loghum 2019-01-21 2019-02 /pmc/articles/PMC6382623/ /pubmed/30666584 http://dx.doi.org/10.1007/s40037-018-0493-y Text en © The Author(s) 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Show and Tell
Torre, Dario M.
Hernandez, Caridad A.
Castiglioni, Analia
Durning, Steven J.
Daley, Barbara J.
Hemmer, Paul A.
LaRochelle, Jeffrey
The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
title The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
title_full The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
title_fullStr The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
title_full_unstemmed The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
title_short The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning
title_sort clinical reasoning mapping exercise (cresme): a new tool for exploring clinical reasoning
topic Show and Tell
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6382623/
https://www.ncbi.nlm.nih.gov/pubmed/30666584
http://dx.doi.org/10.1007/s40037-018-0493-y
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