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Reasoning on Rounds Volume 2: a Framework for Teaching Management Reasoning in the Inpatient Setting.

John C Penner1,2, Daniel J Minter3,4, Emily A Abdoler5

  • 1Medical Service, San Francisco VA Medical Center, San Francisco, CA, USA. john.penner@ucsf.edu.

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|December 20, 2024
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Summary
This summary is machine-generated.

This study addresses the need for better management reasoning (MR) education in clinical settings. It offers a practical framework for healthcare educators to teach essential MR skills to trainees during patient care rounds.

Keywords:
clinical reasoningclinical teachinginpatient roundsmanagement reasoning

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Area of Science:

  • Medical Education
  • Clinical Reasoning
  • Healthcare Management

Background:

  • Management reasoning (MR) is a critical component of clinical reasoning, separate from diagnostic reasoning (DR).
  • Current educational strategies for MR in clinical environments are limited.
  • Effective MR is crucial for optimal patient care and healthcare system efficiency.

Purpose of the Study:

  • To review key theories and clinical principles relevant to MR.
  • To integrate these concepts with existing tools for teaching MR.
  • To provide clinical teachers with a practical, theory-informed framework for MR education during inpatient rounds.

Main Methods:

  • Literature review of MR theories and clinical principles.
  • Synthesis of existing MR teaching tools.
  • Development of a practical framework for clinical educators.

Main Results:

  • Identification of core theories and principles underpinning MR.
  • Integration of theoretical concepts with practical teaching tools.
  • A structured framework designed for implementation during inpatient rounds.

Conclusions:

  • A practical, theory-informed framework for teaching MR is presented.
  • This framework aims to enhance clinical teachers' ability to educate trainees on MR.
  • Improved MR education can lead to better patient management and outcomes.