Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium

Ioannis Parodis, Lina Andersson, Steven J. Durning, Inga Hege, Jure Knez, Andrzej A. Kononowicz, Marie Lidskog, Tadej Petreski, Magdalena Szopa and Samuel Edelbring
Additional contact information
Ioannis Parodis: Division of Rheumatology, Department of Medicine Solna, Karolinska Institutet and Karolinska University Hospital, 171 76 Stockholm, Sweden
Lina Andersson: School of Health Sciences, Örebro University, 702 81 Örebro, Sweden
Steven J. Durning: Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
Inga Hege: Medical Education Sciences, Medical School, University of Augsburg, 86159 Augsburg, Germany
Jure Knez: Division for Gynaecology and Perinatology, University Medical Centre Maribor and Faculty of Medicine, University of Maribor, 2000 Maribor, Slovenia
Andrzej A. Kononowicz: Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, 30 688 Krakow, Poland
Marie Lidskog: School of Medical Sciences, Örebro University, 702 81 Örebro, Sweden
Tadej Petreski: Department of Nephrology, Clinic for Internal Medicine, University Medical Centre Maribor and Faculty of Medicine, University of Maribor, 2000 Maribor, Slovenia
Magdalena Szopa: Department of Medical Education, Jagiellonian University Medical College, 30 688 Krakow, Poland
Samuel Edelbring: School of Health Sciences, Örebro University, 702 81 Örebro, Sweden

IJERPH, 2021, vol. 18, issue 21, 1-12

Abstract: Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues.

Keywords: clinical reasoning; curriculum development; curriculum mapping; health professions education; medical education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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