Zobrazeno 1 - 10
of 45
pro vyhledávání: '"Joseph Rencic"'
Autor:
Meredith E. Young, Aliki Thomas, Stuart Lubarsky, David Gordon, Larry D. Gruppen, Joseph Rencic, Tiffany Ballard, Eric Holmboe, Ana Da Silva, Temple Ratcliffe, Lambert Schuwirth, Valérie Dory, Steven J. Durning
Publikováno v:
BMC Medical Education, Vol 20, Iss 1, Pp 1-11 (2020)
Abstract Background Clinical reasoning is at the core of health professionals’ practice. A mapping of what constitutes clinical reasoning could support the teaching, development, and assessment of clinical reasoning across the health professions. M
Externí odkaz:
https://doaj.org/article/4d8d981697a745e59d5455dd3b94e74e
Autor:
Heather Ridinger, Jamie Cvengros, James Gunn, Pedro Tanaka, Joseph Rencic, Ara Tekian, Yoon Soo Park
Publikováno v:
MedEdPORTAL, Vol 14 (2018)
Introduction Faculty must be trained to recognize, analyze, and provide feedback and resources to struggling medical learners. Training programs must be equipped to intervene when necessary with individualized remediation efforts to ensure learner su
Externí odkaz:
https://doaj.org/article/3a810f4d1b9b4248b9d9fc6abc322737
Autor:
Heather Harrell, Joyce Wipf, Paul Aronowitz, Joseph Rencic, David Gary Smith, Susan Hingle, Donald Bordley, Paul Mendez, Eric Green, Erica Friedman, Tayloe Loftus, Richard Simons, Rachel Stark, Yvonne Diaz, Warren Hershman
Publikováno v:
MedEdPORTAL, Vol 11 (2015)
Abstract This is a series of 10 modules developed to instruct residents how to teach within the constraints of a busy workday. The content emphasizes the application of teaching principles to common occurrences in an inpatient setting, such as oral p
Externí odkaz:
https://doaj.org/article/efc1bcffcfa042d8a39bd7886500d1af
Autor:
Alexander Goldowsky, Joseph Rencic
Publikováno v:
Diagnosis (Berlin, Germany)References.
Diagnostic reasoning is a foundational ability of health professionals. The goal of enhancing clinical reasoning education is improved diagnostic accuracy and reduced diagnostic error. In order to do so, health professions educators need not only hel
Autor:
Raja-Elie E. Abdulnour, Andrew S. Parsons, Daniel Muller, Jeffrey Drazen, Eric J. Rubin, Joseph Rencic
Publikováno v:
The New England journal of medicine. 386(20)
Publikováno v:
Academic Medicine. 95:1179-1185
Management reasoning, a component of clinical reasoning, has become an important area for medical education research given its inherent complexity, role in medical decision making, and association with high-value care. Teaching management reasoning r
Autor:
Dario Torre, Michelle Daniel, Eric Holmboe, Valerie J. Lang, Joseph Rencic, Steven J. Durning
Publikováno v:
Diagnosis. 7:181-190
Traditional teaching and assessment of clinical reasoning has focused on the individual clinician because of the preeminence of the information processing (IP) theory perspective. The clinician’s mind has been viewed as the main source of effective
Autor:
Tiffany N.S. Ballard, Aliki Thomas, Larry D. Gruppen, David Gordon, Joseph Rencic, Meredith Young, Steven J. Durning, Lambert Schuwirth, Temple Ratcliffe, Stuart Lubarsky, Eric Holmboe, Ana Sergio Da Silva
Publikováno v:
Medical Teacher, 41(11), 1277-1284. Routledge/Taylor & Francis Group
Introduction: Clinical reasoning is considered to be at the core of health practice. Here, we report on the diversity and inferred meanings of the terms used to refer to clinical reasoning and consider implications for teaching and assessment. Method
Publikováno v:
Diagnosis. 6:387-392
Background Defects in human cognition commonly result in clinical reasoning failures that can lead to diagnostic errors. A metacognitive structured reflection on what clinical findings fit and/or do not fit with likely and “can’t miss” diagnose
Autor:
Diana Rusz, Laura Gerstner, Pat Croskerry, Andrew P.J. Olson, Brenda K. Zierler, Mark L. Graber, Michael Giuliano, Joseph Rencic, Gloria R. Grice, Cristin Colford, Karen S. Cosby, Gene Harkless, Frank J. Papa, Maureen Cahill, Stephen C. Schoenbaum
Publikováno v:
Diagnosis. 6:335-341
Background Given an unacceptably high incidence of diagnostic errors, we sought to identify the key competencies that should be considered for inclusion in health professions education programs to improve the quality and safety of diagnosis in clinic