Learning clinical reasoning

Errors in clinical reasoning continue to account for significant morbidity and mortality, despite evidence‐based guidelines and improved technology. Experts in clinical reasoning often use unconscious cognitive processes that they are not aware of unless they explain how they are thinking. Understan...

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Bibliographic Details
Published in:Journal of paediatrics and child health 2014-04, Vol.50 (4), p.253-257
Main Authors: Pinnock, Ralph, Welch, Paul
Format: Article
Language:English
Subjects:
Clinical Competence
clinical reasoning
Curriculum
Decision Making
Delivery of Health Care
diagnosis
education
Humans
Medical Errors - prevention & control
Pediatrics - education
teaching/methods
Thinking
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Summary:Errors in clinical reasoning continue to account for significant morbidity and mortality, despite evidence‐based guidelines and improved technology. Experts in clinical reasoning often use unconscious cognitive processes that they are not aware of unless they explain how they are thinking. Understanding the intuitive and analytical thinking processes provides a guide for instruction. How knowledge is stored is critical to expertise in clinical reasoning. Curricula should be designed so that trainees store knowledge in a way that is clinically relevant. Competence in clinical reasoning is acquired by supervised practice with effective feedback. Clinicians must recognise the common errors in clinical reasoning and how to avoid them. Trainees can learn clinical reasoning effectively in everyday practice if teachers provide guidance on the cognitive processes involved in making diagnostic decisions.
ISSN:1034-4810
1440-1754
DOI:10.1111/jpc.12455