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Area of Science:

  • Medical Education
  • Health Equity
  • Clinical Reasoning

Background:

  • Healthcare systems and medical education in North America and Europe are historically rooted in biases favoring specific demographics.
  • These systemic biases result in health outcome disparities and marginalization of various communities.
  • Traditional approaches to medical education research and practice perpetuate these inequities.

Purpose of the Study:

  • To critically examine and propose new foundations for clinical reasoning.
  • To address systemic biases within healthcare and medical education.
  • To foster racial equity in clinical reasoning practices.

Main Methods:

  • A 'flipped' conference model was implemented.
  • Three interdisciplinary writing teams (junior/senior academics, clinicians, researchers) were formed.
  • Teams explored topics linking clinical reasoning and racial equity over several months.

Main Results:

  • Papers presented at the virtual conference are published in this issue.
  • Six additional publications offer new evidence and theory building on core recommendations.
  • The initiative aimed to re-evaluate and transform clinical reasoning foundations.

Conclusions:

  • Rethinking clinical reasoning is crucial for dismantling systemic biases in healthcare.
  • Interdisciplinary collaboration is key to advancing health equity.
  • This work provides a foundation for more equitable clinical reasoning and medical education.