Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators

Abstract Background Effective clinical reasoning is a core competency of health professionals that is necessary to assure patients’ safety. Unfortunately, adoption of longitudinal clinical reasoning curricula is still infrequent. This study explores the barriers that hinder the explicit teaching of...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Małgorzata Sudacka, Martin Adler, Steven J. Durning, Samuel Edelbring, Ada Frankowska, Daniel Hartmann, Inga Hege, Sören Huwendiek, Monika Sobočan, Nils Thiessen, Felicitas L. Wagner, Andrzej A. Kononowicz
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Clinical reasoning Teaching clinical reasoning Barriers Health professions education Interview study Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/3b05ddc02832415d8b81f1bf3431ba62
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:3b05ddc02832415d8b81f1bf3431ba62
record_format	dspace
spelling	oai:doaj.org-article:3b05ddc02832415d8b81f1bf3431ba622021-11-14T12:43:19ZWhy is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators10.1186/s12909-021-02960-w1472-6920https://doaj.org/article/3b05ddc02832415d8b81f1bf3431ba622021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-02960-whttps://doaj.org/toc/1472-6920Abstract Background Effective clinical reasoning is a core competency of health professionals that is necessary to assure patients’ safety. Unfortunately, adoption of longitudinal clinical reasoning curricula is still infrequent. This study explores the barriers that hinder the explicit teaching of clinical reasoning from a new international perspective. Methods The context of this study was a European project whose aim is to develop a longitudinal clinical reasoning curriculum. We collected data in semi-structured interviews with responders from several European countries who represent various health professions and have different backgrounds, roles and experience. We performed a qualitative content analysis of the gathered data and constructed a coding frame using a combined deductive/inductive approach. The identified themes were validated by parallel coding and in group discussions among project members. Results A total of 29 respondents from five European countries participated in the interviews; the majority of them represent medicine and nursing sciences. We grouped the identified barriers into eight general themes: Time, Culture, Motivation, Clinical Reasoning as a Concept, Teaching, Assessment, Infrastructure and Others. Subthemes included issues with discussing errors and providing feedback, awareness of clinical reasoning teaching methods, and tensions between the groups of professionals involved. Conclusions This study provides an in-depth analysis of the barriers that hinder the teaching of explicit clinical reasoning. The opinions are presented from the perspective of several European higher education institutions. The identified barriers are complex and should be treated holistically due to the many interconnections between the identified barriers. Progress in implementation is hampered by the presence of reciprocal causal chains that aggravate this situation. Further research could investigate the perceptual differences between health professions regarding the barriers to clinical reasoning. The collected insights on the complexity and diversity of these barriers will help when rolling out a long-term agenda for overcoming the factors that inhibit the implementation of clinical reasoning curricula.Małgorzata SudackaMartin AdlerSteven J. DurningSamuel EdelbringAda FrankowskaDaniel HartmannInga HegeSören HuwendiekMonika SobočanNils ThiessenFelicitas L. WagnerAndrzej A. KononowiczBMCarticleClinical reasoningTeaching clinical reasoningBarriersHealth professions educationInterview studySpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Clinical reasoning Teaching clinical reasoning Barriers Health professions education Interview study Special aspects of education LC8-6691 Medicine R
spellingShingle	Clinical reasoning Teaching clinical reasoning Barriers Health professions education Interview study Special aspects of education LC8-6691 Medicine R Małgorzata Sudacka Martin Adler Steven J. Durning Samuel Edelbring Ada Frankowska Daniel Hartmann Inga Hege Sören Huwendiek Monika Sobočan Nils Thiessen Felicitas L. Wagner Andrzej A. Kononowicz Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators
description	Abstract Background Effective clinical reasoning is a core competency of health professionals that is necessary to assure patients’ safety. Unfortunately, adoption of longitudinal clinical reasoning curricula is still infrequent. This study explores the barriers that hinder the explicit teaching of clinical reasoning from a new international perspective. Methods The context of this study was a European project whose aim is to develop a longitudinal clinical reasoning curriculum. We collected data in semi-structured interviews with responders from several European countries who represent various health professions and have different backgrounds, roles and experience. We performed a qualitative content analysis of the gathered data and constructed a coding frame using a combined deductive/inductive approach. The identified themes were validated by parallel coding and in group discussions among project members. Results A total of 29 respondents from five European countries participated in the interviews; the majority of them represent medicine and nursing sciences. We grouped the identified barriers into eight general themes: Time, Culture, Motivation, Clinical Reasoning as a Concept, Teaching, Assessment, Infrastructure and Others. Subthemes included issues with discussing errors and providing feedback, awareness of clinical reasoning teaching methods, and tensions between the groups of professionals involved. Conclusions This study provides an in-depth analysis of the barriers that hinder the teaching of explicit clinical reasoning. The opinions are presented from the perspective of several European higher education institutions. The identified barriers are complex and should be treated holistically due to the many interconnections between the identified barriers. Progress in implementation is hampered by the presence of reciprocal causal chains that aggravate this situation. Further research could investigate the perceptual differences between health professions regarding the barriers to clinical reasoning. The collected insights on the complexity and diversity of these barriers will help when rolling out a long-term agenda for overcoming the factors that inhibit the implementation of clinical reasoning curricula.
format	article
author	Małgorzata Sudacka Martin Adler Steven J. Durning Samuel Edelbring Ada Frankowska Daniel Hartmann Inga Hege Sören Huwendiek Monika Sobočan Nils Thiessen Felicitas L. Wagner Andrzej A. Kononowicz
author_facet	Małgorzata Sudacka Martin Adler Steven J. Durning Samuel Edelbring Ada Frankowska Daniel Hartmann Inga Hege Sören Huwendiek Monika Sobočan Nils Thiessen Felicitas L. Wagner Andrzej A. Kononowicz
author_sort	Małgorzata Sudacka
title	Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators
title_short	Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators
title_full	Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators
title_fullStr	Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators
title_full_unstemmed	Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators
title_sort	why is it so difficult to implement a longitudinal clinical reasoning curriculum? a multicenter interview study on the barriers perceived by european health professions educators
publisher	BMC
publishDate	2021
url	https://doaj.org/article/3b05ddc02832415d8b81f1bf3431ba62
work_keys_str_mv	AT małgorzatasudacka whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT martinadler whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT stevenjdurning whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT samueledelbring whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT adafrankowska whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT danielhartmann whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT ingahege whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT sorenhuwendiek whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT monikasobocan whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT nilsthiessen whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT felicitaslwagner whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators AT andrzejakononowicz whyisitsodifficulttoimplementalongitudinalclinicalreasoningcurriculumamulticenterinterviewstudyonthebarriersperceivedbyeuropeanhealthprofessionseducators
_version_	1718429041035313152

Why is it so difficult to implement a longitudinal clinical reasoning curriculum? A multicenter interview study on the barriers perceived by European health professions educators

Ejemplares similares