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26 August 2022
14 September 2022
11 November 2022
– in conjunction with CReME – the UK Clinical Reasoning in Medical Education Group
This session is made up of 2 parts - a pre-recorded video (access available below - please watch before the live session) and a live Q&A session which took place Wednesday 4th November at 4:30pm with Dr Nicola Cooper (CReME Chair), Prof Simon Gay (ASME EDC Deputy Chair & CReME Treasurer & Dr Mark Lillicrap (ASME Director from the Membership and CReME committee member)...
PART 1: Pre-recorded session
Note: some scenes in the video were filmed before masks were mandatory in non-clinical areas in UK hospitals.
In this pre-recorded session we reflect on how, as a community of medical educators, we can deliver effective, evidence-based clinical reasoning education.
After defining what is meant by clinical reasoning, we start by considering the ‘what’ – the five key domains that the scholarship shows we need to consider when planning teaching or helping students diagnose what the issues might be:
We then introduce the six strategies of ‘how’ we can consider teaching clinical reasoning:
We discuss ways that we have found to apply some of these principles in practice and link some of our discussions with other educational frameworks such as – reflective practice theory, experiential learning cycle, Bloom’s taxonomy, the one minute teacher/preceptor and the RIME frameworks
These are some references, that link with the presentation, that you may wish to review before the interactive Q&A session - 4th November 16 30 – 17 30
Other resources that link with the presentation:
PART 2: Live Q&A discussion – interactive session on 4th November 2020, 4:30pm
This live session involved a facilitated discussion around how we can apply what was discussed in the pre-session video in our teaching practices, with a variety of questions addressed from the audience.
Click on the button below to access the webinar video
If you are unable to watch the video a transcript is available by clicking here
The following resources were referenced during the session:
CReME Consensus Paper on teaching clinical reasoning
Marie-Claude Audetat two part paper in MedTeach useful for educational diagnosis
Steven McGee Paper on evidence based physical analysis
Dr Nicola Cooper
Consultant Physician & Clinical Associate Professor in Medical Education – University of Nottingham, Chair of Crème
Professor Simon Gay
GP & Professor of Medical Education (Primary Care) – University of Leicester, ASME Educator Development Committee Deputy Chair, Treasurer of CReME
Dr Mark Lillicrap
Consultant Rheumatologist, Clinical Sub-dean (Curriculum) – University of Cambridge, ASME Board - Director from the Membership, CReME organising committee