Clinical reasoning training sessions for health educators—A scoping review

Objectives: Clinical reasoning (CR) is important in health professions, because it ensures patient safety and decreases morbidity. CR should be introduced early in medical school. Health educators play a major role in advocating for the use of CR among students; however, educators themselves can be...

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Bibliographic Details
Published in:Journal of Taibah University Medical Sciences
Main Author: Mohd Tambeh S.N.; Yaman M.N.
Format: Review
Language:English
Published: Elsevier B.V. 2023
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163215558&doi=10.1016%2fj.jtumed.2023.06.002&partnerID=40&md5=d3514d15e299cd7743697f56575c132a
id 2-s2.0-85163215558
spelling 2-s2.0-85163215558
Mohd Tambeh S.N.; Yaman M.N.
Clinical reasoning training sessions for health educators—A scoping review
2023
Journal of Taibah University Medical Sciences
18
6
10.1016/j.jtumed.2023.06.002
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163215558&doi=10.1016%2fj.jtumed.2023.06.002&partnerID=40&md5=d3514d15e299cd7743697f56575c132a
Objectives: Clinical reasoning (CR) is important in health professions, because it ensures patient safety and decreases morbidity. CR should be introduced early in medical school. Health educators play a major role in advocating for the use of CR among students; however, educators themselves can be a barrier to the incorporation of CR; consequently, CR training sessions for educators have been proposed as a potential solution. This scoping review was conducted to highlight studies on CR training among health educators. Methods: A scoping review was performed to identify studies on CR training sessions for health educators. PubMed, SciVerse Scopus, Web of Science Core Collection, EBSCO Medline Complete and ERIC databases were searched with terms including clinical reasoning, diagnostic reasoning, teacher and trainer, to identify articles published between 1991 and 2021. Results: The initial search yielded 6587 articles; after careful selection, n = 12 articles were included in this scoping review. Most CR training sessions were in the medical field, were conducted in North America, and involved clinical educators. The sessions focused on the fundamentals and steps of CR; biases and debiasing strategies; and learners' difficulties with various teaching formats, such as didactic presentations, facilitated small group sessions with case discussions, roleplay, and use of tools and a mobile application. Educators and students had positive perceptions regarding the conduct and effectiveness of the training sessions. Conclusions: These training sessions were rated highly; however, longitudinal feedback regarding the application of learnt CR teaching strategies is necessary. © 2023 The Authors
Elsevier B.V.
16583612
English
Review
All Open Access; Gold Open Access; Green Open Access
author Mohd Tambeh S.N.; Yaman M.N.
spellingShingle Mohd Tambeh S.N.; Yaman M.N.
Clinical reasoning training sessions for health educators—A scoping review
author_facet Mohd Tambeh S.N.; Yaman M.N.
author_sort Mohd Tambeh S.N.; Yaman M.N.
title Clinical reasoning training sessions for health educators—A scoping review
title_short Clinical reasoning training sessions for health educators—A scoping review
title_full Clinical reasoning training sessions for health educators—A scoping review
title_fullStr Clinical reasoning training sessions for health educators—A scoping review
title_full_unstemmed Clinical reasoning training sessions for health educators—A scoping review
title_sort Clinical reasoning training sessions for health educators—A scoping review
publishDate 2023
container_title Journal of Taibah University Medical Sciences
container_volume 18
container_issue 6
doi_str_mv 10.1016/j.jtumed.2023.06.002
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163215558&doi=10.1016%2fj.jtumed.2023.06.002&partnerID=40&md5=d3514d15e299cd7743697f56575c132a
description Objectives: Clinical reasoning (CR) is important in health professions, because it ensures patient safety and decreases morbidity. CR should be introduced early in medical school. Health educators play a major role in advocating for the use of CR among students; however, educators themselves can be a barrier to the incorporation of CR; consequently, CR training sessions for educators have been proposed as a potential solution. This scoping review was conducted to highlight studies on CR training among health educators. Methods: A scoping review was performed to identify studies on CR training sessions for health educators. PubMed, SciVerse Scopus, Web of Science Core Collection, EBSCO Medline Complete and ERIC databases were searched with terms including clinical reasoning, diagnostic reasoning, teacher and trainer, to identify articles published between 1991 and 2021. Results: The initial search yielded 6587 articles; after careful selection, n = 12 articles were included in this scoping review. Most CR training sessions were in the medical field, were conducted in North America, and involved clinical educators. The sessions focused on the fundamentals and steps of CR; biases and debiasing strategies; and learners' difficulties with various teaching formats, such as didactic presentations, facilitated small group sessions with case discussions, roleplay, and use of tools and a mobile application. Educators and students had positive perceptions regarding the conduct and effectiveness of the training sessions. Conclusions: These training sessions were rated highly; however, longitudinal feedback regarding the application of learnt CR teaching strategies is necessary. © 2023 The Authors
publisher Elsevier B.V.
issn 16583612
language English
format Review
accesstype All Open Access; Gold Open Access; Green Open Access
record_format scopus
collection Scopus
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