Clinical reasoning model for pharmacy students
| Autor: | Karen J. Tietze |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
020205 medical informatics
education Clinical Decision-Making MEDLINE Context (language use) Pharmacy 02 engineering and technology 03 medical and health sciences 0302 clinical medicine Health care 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Curriculum Problem Solving Accreditation Medical education business.industry Teaching Clinical reasoning Pharmacy education General Medicine Education Pharmacy Review and Exam Preparation Educational Measurement business Psychology |
| Zdroj: | The clinical teacher. 16(3) |
| ISSN: | 1743-498X |
| Popis: | Background Clinical reasoning is an essential health care professional skill. Typically, pharmacy students figure out how to reason clinically on their own through the observation of skilled clinicians in various patient care settings. The need to start developing clinical reasoning skills in the pre-clinical years has increased interest in classroom-based clinical reasoning instruction. Context The focus of the current clinical reasoning literature is on teaching and assessing medical student clinical reasoning skills. Some literature is available for other health care professions, but there is little information regarding pharmacy student clinical reasoning skills. The current accreditation standards for pharmacy education in the USA require the assessment of clinical reasoning skills, but do not provide guidance regarding content, depth or breadth of skill development. Innovation A 2-credit pharmacy elective clinical reasoning course and a new integrated clinical reasoning model were developed for first-, second- and third-year pre-clinical Doctor of Pharmacy students. The new integrated clinical reasoning model, designed to guide pharmacy students through the clinical reasoning processes for making patient-specific therapeutic recommendations, integrates standard Subjective-Objective-Assessment-Planning (SOAPing) processes with pharmacy-specific elements of clinical reasoning. Implications Student achievement on whole case-based exams, designed to assess clinical reasoning skills, and student satisfaction with the course were high; however, longitudinal experience with cohorts internal and external to this institution is necessary to determine whether this type of course and clinical reasoning model is scalable, and whether the model has a measurable impact on student performance in the clinical year of the curriculum. |
| Databáze: | OpenAIRE |
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