Teaching Clinical Reasoning to Veterinary Medical Learners with a Case Example

Clinical reasoning is an essential competence of veterinary graduands. It is a complex competence with cognitive, metacognitive, social, and situational activities. The literature on clinical reasoning in veterinary medical education is relatively scarce or focused on theoretical rather than practic...

Full description

Saved in:
Bibliographic Details
Published in:Encyclopedia (Basel, Switzerland) Switzerland), 2024-04, Vol.4 (2), p.753-775
Main Authors: Carr, Amanda (Mandi) Nichole, Ferlini Agne, Gustavo, Kirkwood, Roy Neville, Petrovski, Kiro Risto
Format: Article
Language:English
Subjects:
clinical encounter
Clinical medicine
clinical teaching
Cognition & reasoning
deep learning
instructors
Learning
Medical education
Metacognition
School environment
Teaching
veterinary learners
Veterinary medicine
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Clinical reasoning is an essential competence of veterinary graduands. It is a complex competence with cognitive, metacognitive, social, and situational activities. The literature on clinical reasoning in veterinary medical education is relatively scarce or focused on theoretical rather than practical applications. In this review, we address the practicality of teaching clinical reasoning to veterinary learners utilizing a practical example of a cow with allergic rhinitis. Learners should be guided through all the domains of clinical reasoning, including concepts, data collection and analysis, take action, and reflection on an encounter. Each of these domains needs to be clearly but concisely explained and practiced repeatedly by learners throughout the veterinary curricula. The teaching of clinical reasoning should start as early in the curriculum as possible, preferably in the pre-clinical years, with a gradual scaffolding and building of complexity before work-based learning begins, with an increase in demanding for advanced clinical reasoning competence. The teaching of clinical reasoning is best performed in specialized sessions and continued as a horizontally and vertically integrated activity.
ISSN:2673-8392
2673-8392
DOI:10.3390/encyclopedia4020048