Related Experiment Video
Updated: May 8, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
Published on: August 9, 2024
Developing teachers of clinical reasoning
1University of California San Francisco, San Francisco VA Medical Center, San Francisco, California, USA.
Background:
Front-line teachers seek guidance and tools to instruct and remediate clinical reasoning, but effective professional development methods to accomplish these goals have not been reported.
Methods:
A 2-hour workshop was developed to empower front-line clinician educators to teach and remediate clinical reasoning by understanding the cognitive steps in the clinical reasoning process which can be leveraged in clinical settings. The workshop has been given 19 times over 6 years and uses interactive didactic presentations, facilitated discussion and dyad exercises, followed by small group analysis of trainee cases, where the diagnosis and remediation of clinical reasoning issues are practised.
Results:
The quality and organisation of the session and the participants' intentions to change their teaching practice were rated higher than faculty development seminars in the same academic years. Participants cited the four-step model, technology analogies and the opportunity to analyse cases with peers as highly effective elements of the workshop.
Discussion:
Similarly structured faculty development seminars may help bring insights from clinical reasoning theory to bedside and classroom instruction.
Related Concept Videos
Critical Thinking II
Critical Thinking I
Patient-centered Care
Critical Thinking
Colleges and universities are...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Reasoning
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...
