Teaching and learning clinical reasoning skill in undergraduate medical students: A scoping review.

Autor: Delavari S; Center for Educational Research in Medical Education, Medical Education Department, School of Medicine, Iran University of Medical Sciences, Tehran, Iran., Barzkar F; Center for Educational Research in Medical Education, Medical Education Department, School of Medicine, Iran University of Medical Sciences, Tehran, Iran., M J P Rikers R; Roosevelt Center for Excellence in Education, University College Roosevelt, Utrecht University, Middelburg, The Netherlands., Pourahmadi M; Rehabilitation Research Center, Department of Physiotherapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran., Soltani Arabshahi SK; Center for Educational Research in Medical Education, Medical Education Department, School of Medicine, Iran University of Medical Sciences, Tehran, Iran., Keshtkar A; Department of Health Sciences Education Development, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran., Dargahi H; Center for Educational Research in Medical Education, Medical Education Department, School of Medicine, Iran University of Medical Sciences, Tehran, Iran., Yaghmaei M; Department of Obstetrics and Gynecology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran., Monajemi A; Department of Philosophy of Science, Institute for Humanities and Cultural Studies, Tehran, Iran.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2024 Oct 16; Vol. 19 (10), pp. e0309606. Date of Electronic Publication: 2024 Oct 16 (Print Publication: 2024).
DOI: 10.1371/journal.pone.0309606
Abstrakt: Background: Clinical reasoning involves the application of knowledge and skills to collect and integrate information, typically to arrive at a diagnosis, implement appropriate interventions, solve clinical problems, and improve the quality of health care and patient outcomes. It is a vital competency that medical students must acquire, as it is considered the heart of medicine.
Purpose: This scoping review aimed to identify and summarize the existing literature on learning and teaching strategies for improving clinical reasoning skill in undergraduate medical education.
Methods: We conducted electronic searches in Scopus, PubMed/Medline (NLM), Web of Science (WOS), and ERIC to retrieve articles published between January 1, 2010, and March 23, 2024. We also performed hand searches by scanning the reference lists of included studies and similar reviews and searching three key journals. After removing duplicates, two reviewers independently extracted data from primary articles using a standard data extraction form. The authors used Arksey and O'Malley's framework.
Results: Among the 46581 retrieved records, 54 full-text articles were included in the present review. We categorized the educational strategies based on their aspects, focus, and purpose. Included studies used various educational strategies for improving clinical reasoning skill in undergraduate medical education by serial cue or whole clinical cases that presented as process-oriented or knowledge-oriented.
Conclusion: This scoping review investigated various dimensions of educational intervention for improving clinical reasoning skill in undergraduate medical education. There is a need for more precision studies with larger sample sizes, designing studies according to randomized controlled trials standards, determining MCID, or performing meta-analyses to acquire robust and conclusive results.
Competing Interests: The authors declare no competing interests. Somayeh Delavari and Mohammadreza Pourahmadi are the Academic Editor of the PLOS ONE Journal, but there is no Competing Interests to declare.
(Copyright: © 2024 Delavari et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
Databáze: MEDLINE
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