Embedding Clinical Reasoning into an Undergraduate Medical Curriculum: A Multi-Stakeholder Perspective

Area of Science:

• Medical Education
• Clinical Reasoning Development
• Undergraduate Medical Curriculum

Background:

• Medical educators emphasize undergraduate clinical reasoning (CR) instruction.
• Limited empirical data exist on implementing deliberate CR curricula.
• This study addresses the gap in understanding CR curriculum implementation and student development.

Purpose of the Study:

• To investigate how a deliberately designed CR curriculum was experienced by stakeholders.
• To understand the curriculum's contribution to students' CR development.
• To provide applicable data for other undergraduate CR curricula.

Main Methods:

• Qualitative descriptive study within a competency-based, interdisciplinary medical program.
• Nine focus groups with curriculum designers, teachers, and students.
• Thematic analysis of collected data.

Main Results:

• Four themes emerged: curriculum coherence for CR development, interdisciplinary integration, student cognitive load and time constraints, and active teaching methods.
• Students acquired and applied various CR knowledge types.
• Stakeholder experiences aligned with curriculum intent but highlighted implementation challenges.

Conclusions:

• Embedding a CR curriculum is feasible but complex.
• Curriculum coherence and interdisciplinary approaches support CR development.
• Support for students and teachers is crucial for successful CR curriculum implementation.