General
This course is a meta course, which presents a group-reviewed collection of open educational resources (OERs) that have been assigned to the learning goals/objectives from D2.1.
Last update: January 20, 2021
Topic outline
- General
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app 
list 
checklist 
tool
article 
cases 
simulation 
database
video 
project 
curriculum 
workshop/lecture - (1) Theories of clinical reasoning
(1) Theories of clinical reasoning
- An
introduction into clinical reasoning including a curated list highlighting the
top academic articles, multimedia, and resources by the Society to Improve
Diagnosis in Medicine (SIDM).
- This article describes longitudinal curricula for clinical reasoning with the following learning objectives: "Identify the key concepts and terminology pertaining to clinical
reasoning, including metacognition, dual process theory, illness
scripts, and cognitive biases; Apply clinical reasoning skills to patient care, including data
organization, development of summary statements, problem representation,
and prioritized differential diagnosis; Recognize common cognitive biases encountered in clinical practice through the practice of metacognition."
- This article describes a faculty workshop to help teachers understand the cognitive theory behind clinical reasoning, accurately define clinical reasoning terminology, identify cognitive biases, recognize clinical reasoning difficulties among students and improve clinical reasoning skills by discussing errors.
- This article describes a theoretic introduction into clinical reasoning in the form of a curriculum for first and second-year medical students, as well as two basic patient cases.
- This article describes a course, which incorporates clinically relevant clerkship content for a process-oriented approach to
learning with a focus on neurology.
- (2) Gathering, interpreting, and synthesizing patient information
(2) Gathering, interpreting, and synthesizing patient information
- Virtual patient database, which lets students, doctors and healthcare
professionals continually aquire and practice their clinical reasoning
skills. Also, an important resource to evaluate
CR progress and uncover standard mistakes. The resource includes cases that have a specially designed clinical reasoning concept mapping tool.
- A simulated clinical activity, in which medical students are confronted with viral patients and have to apply their knowledge of diagnostic problem-solving and clinical reasoning.
- This article describes simulation training to support cognitive integration among first-year medical students.
- This article focuses on telemedicine and how to assess patients remotely and aims to implement a standardized telemedicine OSCE in (U.S.) medical schools.
- This article is focused on taking an accurate and comprehensive history of a patient. The results of this study also show the discrepancies in clinical reasoning skills between high and low-performing students
- This article describes simulations that help students gather patient information, develop treatment plans that support their clinical reasoning hypothesis, and reflect on their reasoning, decision-making and strategies.
- This article describes a tutorial, which helps students read and interpret medical images (focus on abdominal anatomy) and apply this knowledge/skill to clinical scenarios.
- This article describes an assessment tool for (pediatrics) students, which evaluates their written patient history and physical examination skills.
- This article describes how residents can be taught to switch between
the automatic and reflective modes of dual processing and improve their decision-making skills.
- This article describes a curriculum for pre-clerkship medical students and teaches them to develop basic skills and knowledge in pediatrics.
- This resource describes a session for second-year medical students, in which students practice
using a framework for clinical decision-making for patients with multimorbidity.
- This article describes a case for first-year medical students and introduces them to
physiology, pathophysiology and clinical reasoning.
- This article describes an organized approach to having medical students present certain diseases especially in the cardiac, respiratory, gastrointestinal, and urinary and urogenital systems.
- (3) Generating differential diagnoses including defining and discriminating features
(3) Generating differential diagnoses including defining and discriminating features
- Platform that currently offers 10 VP cases, which are structured into introduction, history, physical exam, and
investigation. Students must find up to
5 different diagnoses that they can rate in probability depending on the
information they are given. The investigation must be done by the students
themselves; they choose the investigations and must analyze the results.
- This article presents various educational resources and approaches to practice and assess clinical reasoning skills on a wide range of experience levels.
- This article describes a prematriculation program designed to introduce students to medical school teaching and also to expose students to basic clinical reasoning skills by having them work on a case prior to starting medical school.
- This article describes various short cases, which can be used to identify
specific learner deficiencies in clinical reasoning by
focusing on individual student work and by standardizing
faculty evaluation.
- This article describes a combined lecture/case-based approach, in which students are presented with basic
clinical reasoning concepts and specific heuristics, followed by simulated pediatric cases.
- (4) Developing a treatment/management plan
(4) Developing a treatment/management plan
- Ada is a mobile app, which connects medical knowledge with intelligent technology to
help patients actively manage their health, enter their symptoms and receive a comprehensive treatment plan and allows medical professionals
to deliver effective care.
- This article describes a task-management tool and a curriculum to facilitate emergency room residents' multitasking skills and thus, improve patient care in the ER.
- This article describes an interactive discussion and case-based approach, which focuses on making clinical decisions concerning febrile pediatric patients.
- This article describes a simulation case, which allows students to demonstrate clinical reasoning skills, procedural skills, and management skills regarding hypovolemic shock, as well as being able to communicate with a child's parents.
- This article describes four case-based activities that teach students to
link basic science with clinical application and self-evaluate their knowledge.
- This article describes a patient case, which will help students optimize their medication therapy skills as well as how to communicate this and the process of self-monitoring to patients. It also provides an interprofessional aspect, in that it describes how to work together and communicate with other healthcare providers concerning a patient's medication regimen.
- This article describes a role-play simulation, in which third-year medical students are put in the position of an attending physician who encounters
multiple clinical scenarios and has to supervise medical students, address
urgent issues and field patient phone calls.
- This article describes a patient case simulation focusing on a theophylline overdose and requires the student to make a diagnosis and use knowledge skills to treat the underlying condition and all the
complications.
- (5) Aspects of patient participation in clinical reasoning
(5) Aspects of patient participation in clinical reasoning
- The patient toolkit is a resource that was created by patients to gather all the important information regarding their symptoms prior to consulting their physician and thus, allowing doctors to make faster and more reliable diagnoses.
- This article describes a course in which students learn to understand the
patient's experience of illness, the
clinician's approach to chronic illnesses and
identify methods to navigate the healthcare system for
chronically ill patients.
- Virtual patient database, which lets students, doctors and healthcare professionals continually aquire and practice their clinical reasoning skills. Also, an important resource to evaluate
CR progress and uncover standard mistakes. The resource includes cases that have a specially designed clinical reasoning concept mapping tool.
- This article describes a train-the-trainer toolkit for providing
theoretical input on shared decision-making (SDM). It includes a useful pocket guide on SDM and is intended for residents and fellows as trainers.
- This article describes theories and role-play scenarios on how to lead advance care planning
discussions (DNRs). It includes one video on the theoretical approach
and one video of an actual conversation with patients, as well as four intensive care scenarios.
- This article describes various role-play scenarios that require difficult doctor-patient interactions, such as treatment plans, delivering bad news, etc.
- This article describes a workshop on theoretical education as well as role-play scenarios on reaching diagnoses and administering medication for patients with hypertension, diabetes and depression. The emphasis lies on finding simple and understandable explanations for these common diagnoses.
- (6) Collaborative aspects of clinical reasoning
(6) Collaborative aspects of clinical reasoning
- This article describes the complexities of collaboration and interaction between physicians (mainly pediatricians) and genetics counselors and how to simulate exposure.
- This article describes a simulation scenario, in which students are divided into two groups and have to manage a triage situation. The excercise promotes collaboration, coordination, teamwork and communication skills in a critical situation.
- This article describes a case-based example that requires students to apply various aspects of their scientific knowledge on a first-year level: biology, biochemistry, physiology and clinical reasoning.
- This article discusses a team-based learning activity, which requires students to find differential diagnoses, develop a treatment plan and outline their clinical reasoning approach.
- This article describes simulation
exercises to practice handoffs and communication skills, as well as
working together with physicians from other specialities.
- This article describes a simulation case that requires making critical decisions as a team and how to employ effective communication skills within the team and also with the patient's parents.
- (7) Interprofessional aspects of clinical reasoning
(7) Interprofessional aspects of clinical reasoning
- This article describes a training module, which teaches students to consolidate clinical knowledge and practice decision-making skills,
teamwork and communication. It is a case-based simulation followed by a debriefing that illustrates the interprofessional aspects of pediatrics and obstetrics in a clinical reasoning process.
- This article describes a simulation to practice handoffs and communication with other healthcare providers and also presents an assessment tool to evaluate students' communication skills.
- This article illustrates one standardized patient case, which highlights the importance of interprofessional aspects of clinical reasoning in that it requires students to work together with nurses and pharmacologists in deciding and reasoning on dispensing and administering medication.
- This article describes a patient case that involves three healthcare professions that need to work together in order to provide the best possible patient care.
- This article describes a patient case that involves three healthcare
professions that need to work together in order to provide the best
possible patient care.
- This article describes an approach to a multidisciplinary interactive case study that positively influences students attitudes regarding
teamwork, professional identity, mutual respect and self-assessed
clinical reasoning.
- (8) (Interprofessional) Collaboration and exchange (TTT)
(8) (Interprofessional) Collaboration and exchange (TTT)
- SBAR is a widely used
communication tool that helps nurses and doctors work together and find the
best treatment for patients by providing only important and concise
information.
- This article describes an approach to teaching medical students how to present their cases and findings and reinterpret these within a group of peers and educators.
- (9) Ethical aspects
(9) Ethical aspects
- This project provides free tests on testing personal biases concerning health, race, gender, etc.
and can help make students and physicians aware of their personal hidden biases and work on avoiding these when treating patients.
- This article scrutinizes a faculty development workshop, which teaches educators about common biases and debiasing
strategies in order to improve teaching diagnostic reasoning to students.
- This article describes eight interactive case studies that aim to foster students' clinical reasoning skills and also raise awareness and sensitivity in a cultural context and improve their feel for psychosocial factors.
- This article discusses
the importance of professionalism in the medical field, with regard to physicians in
particular and how to teach professionalism to medical students.
- Pediatric cases with a strong emphasis on ethical reasoning. All but one
case involve a discussion with a parent about treatment options facing
different ethical challenges. The last one is a discussion with a teenager about
drug testing. It describes the
first real curriculum on ethical aspects of clinical reasoning.
- This article describes ethics-related
cases, whose objectives are to spark discussions about topics such as organ
donation, blood transfusion and duty to warn and to teach students to
differentiate between what they believe to be best for the patient from a
medical/legal perspective and what is their duty as the patient’s doctor and
trustee.
- (10) Self-reflection on clinical reasoning performance and strategies for future improvement
(10) Self-reflection on clinical reasoning performance and strategies for future improvement
- A collection of cognitive strategies and diagnostic checklists to reflect on and improve clinical reasoning.
- This article describes a workshop that uses deductive (making the correct diagnosis) and inductive (identifying a history key feature and a physical exam key feature) modes of clinical
reasoning and allows learners to use these interchangeably and self-reflect on these strategies.
- (11) Errors in the clinical reasoning process and strategies to avoid them
(11) Errors in the clinical reasoning process and strategies to avoid them
- Articles on clinical errors and how decisions are made and the consequences thereof.
- Process and content checklists that provide clinicians with strategies and steps in making a diagnosis and the most common errors.
- A compilation of literature that discusses diagnostic errors, their consequences and ways to avoid them.
- This article describes a workshop to address cognitive biases in psychiatry and to expose and teach students about the advantages and disadvantages of heuristics in clinical reasoning.
- (12) Attitudes towards clinical reasoning teaching (TTT)
(12) Attitudes towards clinical reasoning teaching (TTT)
- This curriculum is the culmination of a project with various educators, students
and patients. It identifies a set of 12 key
competencies, relevant to the education of all healthcare professionals, which are organized into three overall domains: individual, system-related, and team-based. Each competency has related learning objectives and milestones to assess
learning.
- This article describes an interactive train-the-trainer workshop for medical educators interested in improving their teaching
skills and introducing curricula pertaining to clinical reasoning.
- This article describes a case-based curriculum for interns as students and residents as trainers and focuses on the transition from medical school to clinical internship.
- This article discusses a faculty workshop to recognize, address and help struggling medical students achieve greater success.
- This article describes a longitudinal faculty development program, which aims at training faculty in direct clinical observation (DCO) and feedback. It uses a specially designed DCO instrument to improve faculty skills in this area.