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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Ioannis Parodis, Lina Andersson, Steven J. Durning, Inga Hege, Jure Knez, Andrzej A. Kononowicz, Marie Lidskog, Tadej Petreski, Magdalena Szopa, Samuel Edelbring
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	clinical reasoning curriculum development curriculum mapping health professions education medical education Medicine R
Acceso en línea:	https://doaj.org/article/3531a565938c4f4e927568de19f01349
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:3531a565938c4f4e927568de19f01349
record_format	dspace
spelling	oai:doaj.org-article:3531a565938c4f4e927568de19f013492021-11-11T16:21:05ZClinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium10.3390/ijerph1821112021660-46011661-7827https://doaj.org/article/3531a565938c4f4e927568de19f013492021-10-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11202https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601Clinical 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.Ioannis ParodisLina AnderssonSteven J. DurningInga HegeJure KnezAndrzej A. KononowiczMarie LidskogTadej PetreskiMagdalena SzopaSamuel EdelbringMDPI AGarticleclinical reasoningcurriculum developmentcurriculum mappinghealth professions educationmedical educationMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11202, p 11202 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	clinical reasoning curriculum development curriculum mapping health professions education medical education Medicine R
spellingShingle	clinical reasoning curriculum development curriculum mapping health professions education medical education Medicine R Ioannis Parodis Lina Andersson Steven J. Durning Inga Hege Jure Knez Andrzej A. Kononowicz Marie Lidskog Tadej Petreski Magdalena Szopa Samuel Edelbring Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium
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.
format	article
author	Ioannis Parodis Lina Andersson Steven J. Durning Inga Hege Jure Knez Andrzej A. Kononowicz Marie Lidskog Tadej Petreski Magdalena Szopa Samuel Edelbring
author_facet	Ioannis Parodis Lina Andersson Steven J. Durning Inga Hege Jure Knez Andrzej A. Kononowicz Marie Lidskog Tadej Petreski Magdalena Szopa Samuel Edelbring
author_sort	Ioannis Parodis
title	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_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_sort	clinical reasoning needs to be explicitly addressed in health professions curricula: recommendations from a european consortium
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/3531a565938c4f4e927568de19f01349
work_keys_str_mv	AT ioannisparodis clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT linaandersson clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT stevenjdurning clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT ingahege clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT jureknez clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT andrzejakononowicz clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT marielidskog clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT tadejpetreski clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT magdalenaszopa clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium AT samueledelbring clinicalreasoningneedstobeexplicitlyaddressedinhealthprofessionscurricularecommendationsfromaeuropeanconsortium
_version_	1718432346713096192

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

Ejemplares similares