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Case Not Closed: The Sherlockian Approach-A Powerful Tool to Teach Clinical Reasoning
1Dell Medical School, The University of Texas at Austin, Austin, TX, USA. Sherine.Salib@austin.utexas.edu.
Abstract:
Clinical reasoning is a fundamental aspect of providing effective and safe clinical care, yet it remains a challenging concept to teach in the clinical setting. Drawing parallels to Sherlock Holmes' deductive reasoning, this article explores how Holmes' techniques can make clinical reasoning more tangible for learners. Unlike algorithmic steps, clinical reasoning involves complex cognitive processes. By highlighting key concepts through Sherlockian maxims, this article aims to enhance the understanding and teaching of clinical reasoning.
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