| Autor: |
Ferlini Agne G; School of Animal and Veterinary Sciences, Roseworthy Campus, The University of Adelaide, Mudla Wirra Rd, Roseworthy, SA 5371, Australia., Carr AMN; School of Animal and Veterinary Sciences, Roseworthy Campus, The University of Adelaide, Mudla Wirra Rd, Roseworthy, SA 5371, Australia.; Davies Livestock Research Centre, Roseworthy Campus, Mudla Wirra Rd, Roseworthy, SA 5371, Australia., Kirkwood RN; School of Animal and Veterinary Sciences, Roseworthy Campus, The University of Adelaide, Mudla Wirra Rd, Roseworthy, SA 5371, Australia., Petrovski KR; Davies Livestock Research Centre, Roseworthy Campus, Mudla Wirra Rd, Roseworthy, SA 5371, Australia. |
| Abstrakt: |
Effective clinical reasoning is essential for veterinary medical education, particularly in managing complex cases. This review explores strategies for learning clinical reasoning by veterinary medical learners, using a case example of mastitis to illustrate key concepts. Clinical reasoning encompasses cognitive, metacognitive, social, and situational activities, yet the literature on practical applications in veterinary education remains limited. The review discusses various stages of clinical reasoning, including data collection, problem representation, differential diagnosis, and management planning. It emphasizes the importance of integrating client-centered care and iterative evaluation into the clinical decision-making process. Key learning strategies include facilitation in using the domains of clinical reasoning-concepts, data collection, and analysis, taking action, and reflection on encounters. This review highlights best practices such as forward and backward reasoning, reflective practice, and the use of practical examples to enhance learners' diagnostic accuracy and patient outcomes. The insights provided aim to enhance the training of veterinary learners, ensuring they can navigate day 1 as well as complex cases with improved diagnostic accuracy and patient outcomes. |
