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Developing teachers of clinical reasoning.

Gurpreet Dhaliwal¹

¹University of California San Francisco, San Francisco VA Medical Center, San Francisco, California, USA.

The Clinical Teacher

|September 11, 2013

Summary

Front-line teachers can improve clinical reasoning instruction with a new workshop model. This faculty development approach enhances teaching practices and case analysis skills for better clinical reasoning education.

Area of Science:

Medical Education
Cognitive Science in Medicine

Background:

Front-line teachers require effective methods for instructing and remediating clinical reasoning.
Existing professional development programs lack reported success in this area.

Purpose of the Study:

To develop and evaluate a faculty development workshop to empower clinician educators in teaching and remediating clinical reasoning.
To provide educators with tools and understanding of cognitive steps in clinical reasoning for practical application.

Main Methods:

A 2-hour interactive workshop utilizing didactic presentations, facilitated discussions, and dyad exercises.
Small group analysis of trainee cases to practice diagnosing and remediating clinical reasoning issues.
Workshop delivered 19 times over 6 years.

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Main Results:

Participants rated the workshop higher than traditional faculty development seminars in quality, organization, and intention to change teaching practice.
Key effective elements included a four-step model, technology analogies, and peer case analysis.
Demonstrated positive impact on educators' confidence and skills in teaching clinical reasoning.

Conclusions:

Faculty development seminars structured similarly to this workshop can effectively translate clinical reasoning theory into practice.
This model offers a practical approach to enhance clinical reasoning education at the bedside and in the classroom.