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Teaching clinical reasoning is more like detective work than you might imagine
Marie-Claude Audétat1,2, Arabelle Rieder1, Johanna Sommer1
1Unité des internistes généralistes et pédiatres, Faculté de médecine, Université de Genève, 1211 Genève 4.
Abstract:
When supervising a medical student or a doctor in training, it is useful to know the different stages of clinical reasoning in order to identify at what stage the learner encounters a difficulty in making the right decision. Is he having trouble characterizing the clinical problem ? Is he generating the right hypotheses that are adapted to the data collection ? Is it a problem of verification of assumptions ? Of interpreting the data ? Of presumptive diagnosis or a poor choice of an intervention plan ? By making a pedagogical diagnosis, the supervisor will be more effective in adapting his recommendations in a more targeted way to the specific difficulties of the student or young colleague.
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