Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students

Introduction Clinical reasoning is the complex cognitive process that drives the diagnosis of disease and treatment of patients. There is a national call for medical educators to develop clinical reasoning curricula in undergraduate medical education. To address this need, we developed a longitudina...

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Autores principales:	Nicholas S. Duca, Susan Glod
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Clinical Reasoning Diagnostic Error Case-Based Teaching Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/3b3bb4613f3d45e7abb983615d2d9836
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spelling	oai:doaj.org-article:3b3bb4613f3d45e7abb983615d2d98362021-11-22T13:40:21ZBridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students10.15766/mep_2374-8265.108002374-8265https://doaj.org/article/3b3bb4613f3d45e7abb983615d2d98362019-01-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10800https://doaj.org/toc/2374-8265Introduction Clinical reasoning is the complex cognitive process that drives the diagnosis of disease and treatment of patients. There is a national call for medical educators to develop clinical reasoning curricula in undergraduate medical education. To address this need, we developed a longitudinal clinical reasoning curriculum for internal medicine clerkship students. Methods We delivered six 1-hour sessions to approximately 40 students over the 15-week combined medicine-surgery clerkship at Penn State College of Medicine. We developed the content using previous work in clinical reasoning, including the American College of Physicians' Teaching Medicine Series book Teaching Clinical Reasoning. Students applied a clinical reasoning diagnostic framework to written cases during each workshop. Each session followed a scaffold approach and built upon previously learned clinical reasoning skills. We administered a pre- and postsurvey to assess students' baseline knowledge of clinical reasoning concepts and perceived confidence in performing clinical reasoning skills. Students also provided open-ended responses regarding the effectiveness of the curriculum. Results The curriculum was well received by students and led to increased perceived knowledge of clinical reasoning concepts and increased confidence in applying clinical reasoning skills. Students commented on the usefulness of practicing clinical reasoning in a controlled environment while utilizing a framework that could be deliberately applied to patient care. Discussion The longitudinal clinical reasoning curriculum was effective in reinforcing key concepts of clinical reasoning and allowed for deliberate practice in a controlled environment. The curriculum is generalizable to students in both the preclinical and clinical years.Nicholas S. DucaSusan GlodAssociation of American Medical CollegesarticleClinical ReasoningDiagnostic ErrorCase-Based TeachingMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Clinical Reasoning Diagnostic Error Case-Based Teaching Medicine (General) R5-920 Education L
spellingShingle	Clinical Reasoning Diagnostic Error Case-Based Teaching Medicine (General) R5-920 Education L Nicholas S. Duca Susan Glod Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students
description	Introduction Clinical reasoning is the complex cognitive process that drives the diagnosis of disease and treatment of patients. There is a national call for medical educators to develop clinical reasoning curricula in undergraduate medical education. To address this need, we developed a longitudinal clinical reasoning curriculum for internal medicine clerkship students. Methods We delivered six 1-hour sessions to approximately 40 students over the 15-week combined medicine-surgery clerkship at Penn State College of Medicine. We developed the content using previous work in clinical reasoning, including the American College of Physicians' Teaching Medicine Series book Teaching Clinical Reasoning. Students applied a clinical reasoning diagnostic framework to written cases during each workshop. Each session followed a scaffold approach and built upon previously learned clinical reasoning skills. We administered a pre- and postsurvey to assess students' baseline knowledge of clinical reasoning concepts and perceived confidence in performing clinical reasoning skills. Students also provided open-ended responses regarding the effectiveness of the curriculum. Results The curriculum was well received by students and led to increased perceived knowledge of clinical reasoning concepts and increased confidence in applying clinical reasoning skills. Students commented on the usefulness of practicing clinical reasoning in a controlled environment while utilizing a framework that could be deliberately applied to patient care. Discussion The longitudinal clinical reasoning curriculum was effective in reinforcing key concepts of clinical reasoning and allowed for deliberate practice in a controlled environment. The curriculum is generalizable to students in both the preclinical and clinical years.
format	article
author	Nicholas S. Duca Susan Glod
author_facet	Nicholas S. Duca Susan Glod
author_sort	Nicholas S. Duca
title	Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students
title_short	Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students
title_full	Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students
title_fullStr	Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students
title_full_unstemmed	Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students
title_sort	bridging the gap between the classroom and the clerkship: a clinical reasoning curriculum for third-year medical students
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/3b3bb4613f3d45e7abb983615d2d9836
work_keys_str_mv	AT nicholassduca bridgingthegapbetweentheclassroomandtheclerkshipaclinicalreasoningcurriculumforthirdyearmedicalstudents AT susanglod bridgingthegapbetweentheclassroomandtheclerkshipaclinicalreasoningcurriculumforthirdyearmedicalstudents
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Bridging the Gap Between the Classroom and the Clerkship: A Clinical Reasoning Curriculum for Third-Year Medical Students

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