What every teacher needs to know about clinical reasoning
What every teacher needs to know about clinical reasoning
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DOI：
10.1111/j.1365-2929.2004.01972.x
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发表时间：
2005-01-01
影响因子：
6
通讯作者：
Eva, KW
中科院分区：
文献类型：
--
作者：
Eva, KW
分配给临床教师的核心任务之一是使学生能够对患者呈现的一组特征进行分类，并准确地分配诊断标签，最终目标是制定适当的治疗策略。在过去的30年里，有相当大的争论，在健康科学教育文献中的模型，最好地描述了专家临床医生如何产生诊断decisions.Purpose的目的，这篇文章的目的是提供一个回顾临床推理的一线临床教师的研究文献。临床推理的不同方法的优点和缺点将使用各种模型之间的核心划分之一进行检查（分析（即有意识/控制）与非分析（即无意识/自动）推理策略）作为一个定向框架。讨论最近的工作表明，临床教师应该强调这两种形式的推理的重要性，从而使学生能够以灵活和特定于上下文的方式整理推理过程。具体的影响是从这个概述临床教师。
CONTEXT One of the core tasks assigned to clinical teachers is to enable students to sort through a cluster of features presented by a patient and accurately assign a diagnostic label, with the development of an appropriate treatment strategy being the end goal. Over the last 30 years there has been considerable debate within the health sciences education literature regarding the model that best describes how expert clinicians generate diagnostic decisions.PURPOSE The purpose of this essay is to provide a review of the research literature on clinical reasoning for frontline clinical teachers. The strengths and weaknesses of different approaches to clinical reasoning will be examined using one of the core divides between various models (that of analytic (i.e. conscious/controlled) versus non-analytic (i.e. unconscious/automatic) reasoning strategies) as an orienting framework.DISCUSSION Recent work suggests that clinical teachers should stress the importance of both forms of reasoning, thereby enabling students to marshal reasoning processes in a flexible and context-specific manner. Specific implications are drawn from this overview for clinical teachers.