Article
Providing an adaptive and interprofessional clinical reasoning curriculum for students and educators
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Authors
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Inga Hege
- Universität Augsburg, Medical Education Sciences, Augsburg, Germany
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Monika Sobocan
- University of Maribor, Maribor, Slovenia
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Lina Anderson
- Örebro University, Örebro, Sweden
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Carina Georg
- Karolinksa Institutet, Sweden
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Anja Härtl
- Universität Augsburg, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, Augsburg, Germany
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Maria Jaensson
- Örebro University, Örebro, Sweden
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Jure Knez
- University of Maribor, Maribor, Slovenia
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Ziva Ledinek
- University of Maribor, Maribor, Slovenia
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Susanne Lison
- Universität Augsburg, Klinikum, Augsburg, Germany
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Mihal Pers
- Jagiellonian University, Medical College, Poland
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Tadej Petreski
- University of Maribor, Maribor, Slovenia
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Magdalena Szopa
- Jagiellonian University, Medical College, Poland
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Claudia Schlegel
- Berner Bildungszentrum Pflege, Bern, Switzerland
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Luise Uhrmacher
- Universität Augsburg, Klinikum, Augsburg, Germany
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Felicitas Wagner
- University of Bern, Institute for Medical Education, Bern, Switzerland
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Dorothee Wagner von Hoff
- Instruct gGmbH, Germany
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Elisabet Welin
- Örebro University, Örebro, Sweden
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Desiree Wiegleb Edstrom
- Örebro University, Örebro, Sweden
| Published: | September 15, 2021 |
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Outline
Text
Background: Clinical reasoning (CR) is a fundamental and complex set of abilities health profession students have to acquire during their education. Despite the importance of clinical reasoning for the workplace and patient safety, there is still a lack of structured and explicit teaching, learning, and assessment of clinical reasoning in healthcare education in European countries.
Therefore, the aim of the EU-funded project DID-ACT is to address this shortcoming and provide a longitudinal clinical reasoning curriculum including a train-the-trainer course that can be adapted to schools, educators, and students needs.
In the first year of the project the different needs have been assessed [1] and a curricular framework including learning outcomes has been developed. The framework defines the curriculum as
- 1.
- theme-based,
- 2.
- longitudinal,
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- case-based,
- 4.
- learner-centered, and
- 5.
- adaptive [2].
Methods: Based on the framework, we first worked on a detailed blueprint with blended synchronous and asynchronous teaching units based on the learning outcomes, which was agreed upon by all partners. We then split into small multiprofessional teams to develop the teaching units based on an instructional framework. To get feedback from students and educators we will pilot and evaluate the courses at our partner schools during summer 2021 and we plan further revisions based on the collected data.
Results: The curriculum is aligned with 11 clinical reasoning related themes, such as CR theory, errors and biases, ethical aspects, or teaching CR. It builds upon 40 learning units consisting of synchronous and asynchronous phases of learning activities. Accompanying and building on these learning activities a pool of cases and scenarios is available for deliberate practice.
Discussion: The curriculum has been conceptualized and developed by a muliprofessional and international team of educators, researchers, and students. Therefore, we feel confident that it is applicable to a wide range of educational settings. All resources are freely available and can be adapted and integrated in a variety of health profession curricula and faculty development programs.
Take home message: We hope that our EU-funded international initiative can contribute to an advancement of CR teaching in health profession education and that the curriculum will be adopted by educators across Europe.
References
- 1.
- Kononowicz AA, Hege I, Edelbring S, Sobocan M, Huwendiek S, Durning SJ. The need for longitudinal clinical reasoning teaching and assessment: Results of an international survey. Med Teach. 2020;42(4):457-462. DOI: 10.1080/0142159X.2019.1708293
- 2.
- European Union. Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators. Brussels: European Union; 2020. Zugänglich unter/available from: https://did-act.eu/wp-content/uploads/2020/11/D2.2.-Clinical-Reasoning-Framework.pdf
