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Teaching clinical thinking.

¹College of Optometry, State University of New York, New York.

Optometry and Vision Science : Official Publication of the American Academy of Optometry

|November 1, 1989

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This study addresses the challenge medical students face in applying scientific reasoning to clinical thinking. It introduces a novel technique to help bridge this gap, improving diagnostic and problem-solving skills.

Area of Science:

Medical Education
Cognitive Science
Clinical Reasoning

Background:

Clinical thinking and scientific reasoning are distinct cognitive processes.
Educators observe difficulties in students transferring scientific reasoning skills to clinical practice.
Existing literature provides limited practical strategies for teaching this skill transfer.

Purpose of the Study:

To present a pedagogical technique aimed at improving the transfer of scientific reasoning to clinical thinking.
To offer educators a concrete method to address a common student learning challenge.

Main Methods:

Literature review on clinical reasoning and skill transfer.
Development and application of a specific teaching technique with medical interns.

Related Experiment Videos

Qualitative assessment of the technique's success with a subset of interns.

Main Results:

The proposed technique demonstrated success in aiding interns with difficulties in transferring skills.
The method provides a practical approach where literature was previously lacking.
Further research is suggested to validate and expand the technique's applicability.

Conclusions:

Effective pedagogical strategies are crucial for developing clinical thinking in medical education.
The presented technique offers a viable solution for enhancing the integration of scientific reasoning into clinical practice.
Addressing this educational gap can improve future healthcare professionals' diagnostic and problem-solving abilities.