Zobrazeno 1 - 10
of 47
pro vyhledávání: '"Ralph Pinnock"'
Publikováno v:
BMJ Open, Vol 13, Iss 6 (2023)
Objectives Responding well to clinical uncertainty is a crucial skill for any doctor. To better understand how medical students develop this skill, Social Cognitive Theory can be used to explore students’ perceived capability to respond to situatio
Externí odkaz:
https://doaj.org/article/d7942414b1334deaaee1410cd6cb41c2
Publikováno v:
Medical Teacher. 41:683-689
Background: Threshold skills are defined as new ways of thinking about and performing in a discipline. They represent transformed ways of thinking and doing that are pivotal to learners’ progress. ...
Publikováno v:
Journal of evaluation in clinical practiceREFERENCES. 27(5)
Rationale, aims, and objectives Uncertainty is a complex and constant phenomenon in clinical practice. How medical students recognize and respond to uncertainty impacts on their well-being, career choices, and attitudes towards patients. It has been
Publikováno v:
Advances in health sciences education : theory and practice. 26(3)
Despite a variety of definitions of mindfulness, over the past 20 years there have been increasing claims that mindful practice is helpful in improving the accuracy of clinical diagnosis. We performed a systematic review and evidence synthesis in ord
Publikováno v:
Medical teacher. 42(3)
Artificial intelligence is a growing phenomenon that is driving major changes to how we deliver healthcare. One of its most significant and challenging contributions is likely to be in diagnosis. Artificial intelligence is challenging the physician's
Publikováno v:
The clinical teacherReferences. 17(1)
Background Students find learning clinical reasoning skills challenging. Viewing how students learn clinical reasoning skills from a sociocultural perspective, however, may allow helpful and unhelpful descriptions to be interpreted as experiences tha
Publikováno v:
Medical teacher. 41(3)
There is increasing evidence that students at different levels of training may benefit from different methods of learning clinical reasoning. Two of the common methods of teaching are the "whole - case" format and the "serial cue" approach. There is
Publikováno v:
Journal of Graduate Medical Education. 7:334-337
[Extract] Clinical reasoning may be defined as the cognitive processes involved in arriving at a diagnosis or treatment plan. It is central to effective medical practice, yet it remains elusive and continues to present a challenge to clinical teacher
BACKGROUND Well-being in medical students has become an area of concern, with a number of studies reporting high rates of clinical depression, anxiety, burnout, and suicidal ideation in this population. OBJECTIVE The aim of this study was to increase
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f8a63ca2f28869510556a21305bf063
https://doi.org/10.2196/preprints.9128
https://doi.org/10.2196/preprints.9128
Autor:
Paul Welch, Ralph Pinnock
Publikováno v:
Journal of Paediatrics and Child Health. 50:253-257
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 un