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Clinical reasoning sessions: back to the patient
Anthony Harris1, Phillip Boyce, Rola Ajjawi
1Discipline of Psychiatry & Westmead Clinical School, Sydney Medical School, University of Sydney, Australia. anthony.harris@sydney.edu.au
The Clinical Teacher
|February 18, 2011
Summary
Clinical reasoning sessions (CRS) enhance medical education by focusing on patient interaction and sophisticated clinical reasoning skills. This innovative approach improves student engagement compared to traditional problem-based learning (PBL).
Area of Science:
- Medical Education
- Psychiatry Training
Background:
- Problem-based learning (PBL) in medical education faces challenges, including reduced patient contact and an overemphasis on pathophysiology.
- Dissatisfaction with existing PBL models in clinical years prompted curriculum review at Sydney Medical School.
Purpose of the Study:
- To introduce and evaluate an innovative small-group, case-based learning model in psychiatry.
Main Methods:
- Described an innovative model: clinical reasoning sessions (CRS) led by expert facilitators.
- Implemented CRS in the Psychiatry and Addiction Medicine rotation.
Main Results:
- The CRS format re-emphasizes patient contact and clinical assessment skills.
- Students engaged in more sophisticated reasoning processes, modeled on expert tutors.
- Reported increased student engagement compared to the previous PBL program.
Conclusions:
- Clinical reasoning sessions (CRS) offer a more effective approach to clinical skills development in medical education.
- This model integrates real-world patient context and expert-guided reasoning.
- CRS shows promise for improving student engagement and clinical competence in psychiatry.
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