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dc.contributor.authorAnakin, Megan
dc.contributor.authorGee, Waverley
dc.contributor.authorPinnock, Ralph
dc.contributor.authorWilkinson, Tim
dc.contributor.authorHenning, Marcus
dc.date.available2017-08-08T20:53:22Z
dc.date.copyright2017
dc.identifier.citationAnakin, M., Gee, W., Pinnock, R., Wilkinson, T., & Henning, M. (2017). The Teaching of Clinical Reasoning by Senior Clinicians. AMEE 2017 The Power to Surprise. Presented at the An International Association for Medical Education (AMEE).en
dc.identifier.urihttp://hdl.handle.net/10523/7502
dc.description.abstractBackground. At our medical school, the teaching of clinical reasoning starts in a well-structured curriculum in the pre-clinical years. In the clinical years, however, teaching is less structured and delivered by multiple teachers. The aim of our study was to understand how senior clinicians teach clinical reasoning. Summary of work. Because there are no validated questionnaires to assess how clinical reasoning is taught, we conducted individual interviews with 14 senior clinicians to establish how they defined clinical reasoning, how they were teaching it, how they themselves had been taught, and what changes should be made to their teaching. Summary of results Senior clinicians teach clinical reasoning opportunistically. They emphasised the importance of supervised practice, reflection, think aloud, focused data collection guided by the clinical presentation, and the iterative nature of reasoning. They identified teaching as a way to further develop their own reasoning. Few recall being formally taught clinical reasoning. Discussion Our findings challenge the notion that teachers teach the way they were taught. Though most participants reported that they had not been explicitly taught clinical reasoning they were dedicated to teaching it to their own students. Despite their informal definitions, they suggested teaching clinical reasoning in a systematic way. Conclusion Overwhelmingly, senior clinicians want to enhance and structure how clinical reasoning is taught in the clinical years. The teaching experiences of senior clinicians appear to be an important resource when revising the curriculum and planning for faculty development about the teaching of clinical reasoning. Take home messages Senior clinicians use an apprenticeship model of workplace learning to teach clinical reasoning. This model provides them with opportunities to teach clinical reasoning to their students in a variety of clinical contexts and enables them to make this tacit thinking process as explicit as possible to their students.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.relation.ispartofAMEE 2017 The Power to Surpriseen_NZ
dc.relation.urihttps://amee.org/getattachment/Conferences/AMEE-2017/AMEE-2017-Conference-Programme.pdfen_NZ
dc.relation.urihttps://amee.org/getattachment/Conferences/AMEE-2017/AMEE-2017-Abstract-Book.pdfen_NZ
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectclinical reasoningen_NZ
dc.subjectmedical educationen_NZ
dc.subjectscript theoryen_NZ
dc.subjectteaching techniquesen_NZ
dc.titleThe Teaching of Clinical Reasoning by Senior Cliniciansen_NZ
dc.typeConference or Workshop Item (Poster)en_NZ
dc.date.updated2017-08-07T03:28:07Z
otago.schoolDunedin School of Medicineen_NZ
otago.openaccessOpenen_NZ
dc.description.refereedPeer Revieweden_NZ
otago.event.placeHelsinki Finlanden_NZ
otago.event.titleAn International Association for Medical Education (AMEE)en_NZ
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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's licence is described as Attribution-NonCommercial-NoDerivatives 4.0 International