Assessment of Clinical Reasoning While Attending Critical Care Postsimulation Reflective Learning Conversation: A...

Area of Science:

• Medical Education
• Healthcare Simulation
• Clinical Reasoning

Background:

• Critical care settings have high workloads and risks, necessitating strong clinical reasoning skills in healthcare professionals.
• Practicing clinical reasoning through diverse patient experiences and reflective learning in simulated settings can enhance patient and provider safety.
• Simulation offers a safe environment to develop critical thinking and reflective learning crucial for avoiding medical errors.

Purpose of the Study:

• To identify validated and reliable assessment tools for clinical reasoning.
• To focus on tools used in adult critical care simulation-based courses.
• To specifically examine courses incorporating reflective learning conversations.

Main Methods:

• A scoping review was performed following Joanna Briggs Institute (JBI) and PRISMA Extension for Scoping Reviews (PRISMA-S) guidelines.
• Searches were conducted across eight electronic databases.
• Full-text review was completed for 26 selected articles.

Main Results:

• No studies were identified that measured clinical reasoning.
• The studies did not focus on adult critical care simulation-based courses.
• The reflective learning conversation method was not embedded in the reviewed studies.

Conclusions:

• There is a significant gap in the literature regarding the assessment of clinical reasoning in this specific context.
• Existing clinical reasoning assessment tools require evaluation for use in adult critical care simulation.
• Development of new assessment tools tailored to simulation-based learning with reflective components is necessary.