The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning

Area of Science:

• Medical Education
• Clinical Reasoning

Background:

• National organizations highlight the need for innovative clinical reasoning teaching methods in medical education.
• Current educational approaches require novel strategies to effectively teach clinical reasoning.

Purpose of the Study:

• To develop, implement, and evaluate a new clinical reasoning mapping exercise (CResME).
• To assess the utility of CResME in enhancing medical students' diagnostic and management planning skills.

Main Methods:

• The CResME exercise was created and implemented with first and second-year medical students at two US institutions.
• The exercise utilizes clinical information across various domains (history, exam, labs, imaging) as nodes for students to connect.
• Learners connect information nodes to formulate accurate diagnostic and management plans.

Main Results:

• The majority of participating medical students perceived CResME as beneficial for understanding differential diagnoses.
• Students found CResME a valuable tool for comparing and contrasting differential diagnosis components.
• Students recommended the continued use of CResME in future educational sessions.

Conclusions:

• The clinical reasoning mapping exercise (CResME) is a promising tool for developing clinical reasoning skills early in medical school.
• Further research is recommended to explore CResME's role as an instructional and assessment strategy throughout medical training.