| Autor: |
Connor, Denise M., Narayana, Sirisha, Dhaliwal, Gurpreet |
| Předmět: |
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| Zdroj: |
Diagnosis (2194-802X); May2022, Vol. 9 Issue 2, p265-273, 9p |
| Abstrakt: |
In this paper we outline the key design principles of our clinical reasoning curriculum and share student evaluations of the DR course along with an audit [[7]] of the longitudinal clinical reasoning curriculum. The clinical reasoning curriculum features spaced sessions anchored by the diagnostic reasoning (DR) course at the end of an 18 month pre-clerkship curriculum. Curricular integration The reasoning curriculum features multiple opportunities for students to engage with clinical reasoning concepts from the beginning of medical school with increasing complexity (spiral learning) as students progress in their training [[33]]. Keywords: clinical reasoning; curriculum; diagnosis; diagnostic errors; undergraduate medical education (UME) EN clinical reasoning curriculum diagnosis diagnostic errors undergraduate medical education (UME) 265 273 9 05/12/22 20220501 NES 220501 Introduction The 2015 National Academy of Medicine report I Improving Diagnosis in Health Care i raised the profile of diagnostic error as a major quality and safety issue [[1]]. [Extracted from the article] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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