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How can clinical reasoning teaching change from a ‘black-box phenomenon’ to a structured clinical reasoning curriculum? Insights from a scoping review.
Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. (BEME & COMCARE)ORCID iD: 0000-0001-5356-916X
Örebro University, Sweden.
Örebro University, Sweden.
University of Maribor, Slovenia.
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2022 (English)In: Textes de la 5e Conférence internationale de Montréal sur le raisonnement clinique, 2022, p. 56-57Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction

Clinical reasoning (CR) is scarcely explicitly taught in health profes- sions education. Barriers to teach CR include lack of awareness of teaching methods and a change-resistant teaching culture. Thus, CR often becomes a ‘black-box phenomenon’ that students need to develop informally. To advance our understanding of structured CR curriculum design in health professions education a scoping review was conducted. 

Methodology

Arksey and O’Malley’s six-stage framework (1) was applied. Peer- reviewed articles were searched in PubMed, Web of Science, CINAHL, and manual searches, resulting in the identification of 2932 studies, which were screened by the team.

Results

Twenty-six articles were selected from medical, nursing, physical ther- apy, occupational therapy, midwifery, dentistry, and speech language therapy education. The analysis identified three themes: Features of CR curriculum design; CR theories informing curricula; and CR teaching content and methods.

Discussion

No all-encompassing CR curriculum design was identified. However, several theories and specific methods were described supporting CR development. Dual-process theory was the most prevalent theory and active learning approaches were emphasized. Patient centeredness in CR teaching was scarcely described. The diversity of methods stresses that educators need to make the intended meaning of CR explicit in their curricular work.

Conclusion

Specific theories and teaching methods can support curriculum devel- opment. Lack of overall CR curriculum strategy in the literature stresses further guidance on a longitudinal CR curriculum that support stu- dents’ CR progression throughout study programs.

Place, publisher, year, edition, pages
2022. p. 56-57
National Category
Medical and Health Sciences
Research subject
Physiotherapy
Identifiers
URN: urn:nbn:se:mdh:diva-62025ISBN: 978-2-89799-409-9 (electronic)OAI: oai:DiVA.org:mdh-62025DiVA, id: diva2:1741385
Conference
5th Montreal International Conference on Clinical Reasoning, Online, Montreal, Canada, 3-4 November 2022
Available from: 2023-03-05 Created: 2023-03-05 Last updated: 2023-03-08Bibliographically approved

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No full text in DiVA

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https://www.rcudem.com/uploads/1/1/4/8/114811443/recueil_5econferenceinternationale_de_montrealsurlerc_2022.pdf

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Elvén, Maria

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Citation style
  • apa
  • ieee
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Output format
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  • asciidoc
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