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Diagnosing and Remediating Clinical Reasoning Difficulties: A Faculty Development Workshop.

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Summary

This study developed a faculty development workshop to improve the diagnosis and remediation of clinical reasoning difficulties. The workshop, based on a five-domain framework, was well-received by participants and provided valuable resources for educators.

Keywords:
Clinical ReasoningFaculty DevelopmentIllness ScriptProblem RepresentationSemantic Qualifiers

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Area of Science:

  • Medical Education
  • Cognitive Science
  • Faculty Development

Background:

  • Clinical reasoning is a complex cognitive process essential for medical diagnosis and treatment.
  • Faculty often lack structured frameworks and resources to address clinical reasoning deficits in learners.
  • Existing faculty development programs for clinical reasoning are limited.

Purpose of the Study:

  • To create and implement a faculty development workshop focused on diagnosing and remediating clinical reasoning difficulties.
  • To equip faculty with a framework and practical skills based on the Audétat, Laurin, and Sanche five-domain model.
  • To provide replicable training materials for institutions.

Main Methods:

  • A workshop combining didactic instruction with case-based, active learning in small groups.
  • Cases were designed to address various domains of clinical reasoning challenges across different learner levels.
  • The workshop was delivered in multiple locations during 2016 and 2017.

Main Results:

  • Participants rated the workshop highly: value (4.71/5.0), facilitator effectiveness (4.5/5.0), and objective achievement (4.28/5.0).
  • Strengths identified included the interactive format, the diagnostic framework, and take-home resources.
  • Participant feedback led to revisions, including increased workshop duration and refined case materials.

Conclusions:

  • A successful faculty development workshop for clinical reasoning diagnosis and remediation was implemented.
  • The workshop effectively addressed diverse faculty and learner groups across multiple sessions.
  • The developed materials and framework offer a valuable resource for enhancing clinical reasoning education.