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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
[How to formalise the supervision of learning of clinical reasoning]
Elie Cogan1, Hubert Maisonneuve2, Marc Leeman3
1Service de Médecine Interne, hôpital Delta (CHIREC), Université Libre de Bruxelles (ULB), 201 boulevard du Triomphe, 1160 Bruxelles, Belgique.
Abstract:
Since clinical reasoning is central to most decisions made in the clinic, it is essential to teach it with the greatest relevance. Knowing that around 10% of learners encounter major difficulties in clinical reasoning during their course, training supervisors in effective pedagogical interventions is crucial. Here we summarize the methods allowing supervisors to identify errors of clinical reasoning in medical students and interns and we explain remediation techniques adapted to the types of error identified. Access to short illustrative videos of a MOOC (Massive Open On line Course) devoted to the supervision of clinical reasoning constitutes practical help for supervisors who are not expert in the complexity of medical pedagogy at bedside.
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