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Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium

Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assess...

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Autores principales: Parodis, Ioannis, Andersson, Lina, Durning, Steven J., Hege, Inga, Knez, Jure, Kononowicz, Andrzej A., Lidskog, Marie, Petreski, Tadej, Szopa, Magdalena, Edelbring, Samuel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8583438/
https://www.ncbi.nlm.nih.gov/pubmed/34769721
http://dx.doi.org/10.3390/ijerph182111202
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author Parodis, Ioannis
Andersson, Lina
Durning, Steven J.
Hege, Inga
Knez, Jure
Kononowicz, Andrzej A.
Lidskog, Marie
Petreski, Tadej
Szopa, Magdalena
Edelbring, Samuel
author_facet Parodis, Ioannis
Andersson, Lina
Durning, Steven J.
Hege, Inga
Knez, Jure
Kononowicz, Andrzej A.
Lidskog, Marie
Petreski, Tadej
Szopa, Magdalena
Edelbring, Samuel
author_sort Parodis, Ioannis
collection PubMed
description Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues.
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spelling pubmed-85834382021-11-12 Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium Parodis, Ioannis Andersson, Lina Durning, Steven J. Hege, Inga Knez, Jure Kononowicz, Andrzej A. Lidskog, Marie Petreski, Tadej Szopa, Magdalena Edelbring, Samuel Int J Environ Res Public Health Article Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues. MDPI 2021-10-25 /pmc/articles/PMC8583438/ /pubmed/34769721 http://dx.doi.org/10.3390/ijerph182111202 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Parodis, Ioannis
Andersson, Lina
Durning, Steven J.
Hege, Inga
Knez, Jure
Kononowicz, Andrzej A.
Lidskog, Marie
Petreski, Tadej
Szopa, Magdalena
Edelbring, Samuel
Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
title Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
title_full Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
title_fullStr Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
title_full_unstemmed Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
title_short Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
title_sort clinical reasoning needs to be explicitly addressed in health professions curricula: recommendations from a european consortium
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8583438/
https://www.ncbi.nlm.nih.gov/pubmed/34769721
http://dx.doi.org/10.3390/ijerph182111202
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