Minding the gap: towards a shared clinical reasoning lexicon across the pre-clerkship/clerkship transition.

ABSTRACT: Teaching and learning of clinical reasoning are core principles of medical education. However, little guidance exists for faculty leaders to navigate curricular transitions between pre-clerkship and clerkship curricular phases. This study compares how educational leaders in these two phases understand clinical reasoning instruction. Previously reported cross-sectional surveys of pre-clerkship clinical skills course directors, and clerkship leaders were compared. Comparisons focused on perceived importance of a number of core clinical reasoning concepts, barriers to clinical reasoning instruction, level of familiarity across the undergraduate medical curriculum, and inclusion of clinical reasoning instruction in each area of the curriculum. Analyses were performed using the Mann Whitney U t

SUBMITTER: Ovitsh RK 

PROVIDER: S-EPMC10848998 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature