Relevant bibliographies by topics / Clinical reasoning

Academic literature on the topic 'Clinical reasoning'

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Published: 4 June 2021
Last updated: 20 April 2024

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Journal articles on the topic "Clinical reasoning"

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Peile, Ed. "Clinical reasoning." BMJ 328, no. 7445 (April 15, 2004): 946.1. http://dx.doi.org/10.1136/bmj.328.7445.946.

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Jensen, Gail M., and Diane Givens. "Clinical Reasoning." Neurology Report 23, no. 4 (1999): 137–44. http://dx.doi.org/10.1097/01253086-199923040-00009.

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Gates, Gail E. "Clinical reasoning." Topics in Clinical Nutrition 7, no. 3 (July 1992): 74–80. http://dx.doi.org/10.1097/00008486-199206000-00012.

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Comer, Shirley K. "Clinical Reasoning." Nurse Educator 30, no. 6 (November 2005): 235–37. http://dx.doi.org/10.1097/00006223-200511000-00003.

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Huhn, Karen, Lisa Black, Nicole Christensen, Jennifer Furze, Ann Vendrely, and Susan Wainwright. "Clinical Reasoning." Journal of Physical Therapy Education 32, no. 3 (September 2018): 241–47. http://dx.doi.org/10.1097/jte.0000000000000043.

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Arnold, Alexander J., Gabriela S. Gilmour, and Marcus W. Koch. "Clinical Reasoning." Neurology 92, no. 9 (February 26, 2019): e996-e999. http://dx.doi.org/10.1212/wnl.0000000000007014.

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Levine, David, and Alan Bleakley. "Rethinking clinical reasoning." Medical Education 47, no. 7 (May 20, 2013): 745–46. http://dx.doi.org/10.1111/medu.12205.

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Dickson, Geri L., and Linda Flynn. "Nurses’ Clinical Reasoning." Qualitative Health Research 22, no. 1 (August 25, 2011): 3–16. http://dx.doi.org/10.1177/1049732311420448.

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Borleffs, Jan C. C., Eugène J. F. M. Custers, Jan van Gijn, and Olle Th J. ten Cate. "“Clinical Reasoning Theater”." Academic Medicine 78, no. 3 (March 2003): 322–25. http://dx.doi.org/10.1097/00001888-200303000-00017.

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Pinnock, Ralph, and Paul Welch. "Learning clinical reasoning." Journal of Paediatrics and Child Health 50, no. 4 (December 23, 2013): 253–57. http://dx.doi.org/10.1111/jpc.12455.

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Dissertations / Theses on the topic "Clinical reasoning"

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Khatami, Shiva. "Clinical Reasoning in Dentistry." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27095.

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Background: Clinical reasoning is the core competency of healthcare. It involves cognition and interaction with the environment to understand clinical situations, make diagnostic and therapeutic decisions, and address clinical problems. Defining competency in clinical reasoning is a difficult objective for dental educators because of our limited understanding of this phenomenon which compromises the validity of any curricular model and assessment method that have been used to date. Objectives: To describe the process and strategies of clinical reasoning used by dental clinicians across different levels of expertise to develop a conceptual framework for curricular design and assessment of competency. Methods: Using “think-aloud” method, I interviewed 18 dental students about biopsychosocial issues influencing oral health identified in 6 vignettes; and 8 orthodontic residents plus 11 orthodontists about problems of craniofacial growth and malocclusion presented in 2 vignettes. The interview transcripts were analyzed to explore the process and strategies of clinical reasoning used by the participants. Results: The reasoning process in both groups included: 1) a ritualistic approach to collect information for a treatment plan; 2) forward and backward reasoning to make and test hypotheses from clinical information; 3) pattern recognition and an integrated script of knowledge and experience triggered by related attributes of the script leading to a clinical diagnosis and plan; and 4) decision trees to evaluate treatment options and maximize the probability and utility of outcomes. Seven reasoning strategies (scientific, conditional, collaborative, narrative, ethical, pragmatic and “part-whole”) were used by both groups. However, experienced clinicians were more confident in their appraisal of uncertain situations and dilemmas as they integrated several reasoning strategies in the process; used refined scripts of knowledge and experience in familiar situations; and were able to reflect on the impact on their reasoning of the larger social, cultural and political context. Conclusions: Clinical reasoning in dentistry is a contextual and interactive phenomenon that requires integration of specific reasoning strategies to address the biopsychosocial factors influencing oral health. Expertise in clinical reasoning develops through continuous framing and solving problems to refine networks of knowledge and experience and develop adaptive strategies to address the contextual determinants of oral health.
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Rahayu, Gandes Retno. "Clinical reasoning skills: measurement and development." Thesis, University of Dundee, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574680.

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Cruz, Eduardo José Brazete Carvalho. "Clinical reasoning in musculoskeletal physiotherapy in Portugal." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/5d5210fe-b5d1-4bc6-be38-aa29f91a1178.

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Clinical reasoning refers to the process in which practitioners, interacting with their patients, structure meaning, goals, and health management strategies based on clinical data, patient/client choices, and professional judgment and knowledge (Higgs & Jones, 2000, p. 11). Recent literature in physiotherapy and other allied health professions describes clinical reasoning as moving between cognitive and decision-making processes required to optimally diagnose and manage impairment and physical disabilities (hypothetic-deductive), and those required to understand and engage with patients' experience of disabilities and impairments (narrative reasoning). Clinical reasoning has been described as a universal process, common to all clinicians, in particular in the musculoskeletal area. However, clinical reasoning models emerged from research developed in specific and well-developed health care and professional cultures, such as Australia and United States, but there has been little discussion of their relevance and applicability to other cultural groups. Since research literature concerning physiotherapy in Portugal is almost non-existent, the aims of this study were twofold. The first aim was to explore clinical reasoning processes in a sample of Portuguese expert physiotherapists and secondly, to identify the current perspective of clinical reasoning held by educators and students, and how it is promoted in the undergraduate curriculum. The focus of the study was musculoskeletal physiotherapy. The research was influenced by the interpretative/constructivist paradigm of inquiry. The study consisted of three parts. In part one, the clinical reasoning approach of a sample of Portuguese expert therapists in musculoskeletal physiotherapy was investigated. The study focused on Portuguese clinicians' interaction with their patients in order to define and manage clinical problems. Data was collected through non-participant observation, semi-structured interviews, memos and field notes, and analysed thematically to identify and compare the practice and reasoning approach used. In part two, the generic aspects of undergraduate physiotherapy curricula in Portugal were analysed to provide a first insight of how educational programmes are organized and delivered in Portugal. Then, current musculoskeletal physiotherapy curricula in Portuguese entry-level physiotherapy programs were analysed by a questionnaire survey and documentary analysis. The specific aim was to capture the educational process and actions underlying current educational practice across undergraduate courses. In part three (Study 3 and 4), a sample of musculoskeletal lecturers and a sample of near graduate students were selected against criteria relating to the diversity of institutions that offer undergraduate physiotherapy courses (private versus public institutions) and length of time as a Physiotherapy education provider. Each course was examined from lecturer and student perspectives (through individual interviews and focus groups) to see what kind of clinical reasoning approach were most emphasised in relation to physiotherapy intervention in musculoskeletal conditions. Data were transcribed and subjected to thematic analysis. Findings showed some similar characteristics in the reasoning process of this group of Portuguese expert physiotherapists in the study when compared with other studies in the musculoskeletal physiotherapy field. However, findings also highlighted that Portuguese physiotherapists were more likely to use and value an instrumental approach to clinical practice. There was little evidence of patients sharing their perspectives about their problems or participating in clinical decisions made. An instrumental approach to reasoning and practice was also dominant in current Portuguese musculoskeletal programs as well in educators' and students' perspectives. The focus was on diagnostic and procedural strategies of reasoning with little emphasis on promoting student competences to involve patients in the decision making process. In this sense, the practice and reasoning of this sample could be seen as more instrumental than communicative. Perspectives on clinical reasoning differ between cultures and contexts of practice and this has implications for the quality of health care education and service delivery. This research has identified the current model of clinical reasoning in Portuguese Physiotherapy practice. The findings have significant implications for clinical practice in musculoskeletal physiotherapy, curriculum development, and wider education and health service policy.
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Fu, Wing. "Assessing student physical therapists' clinical reasoning competency." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_pt_stuetd/2.

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LeGrande, Stefanie Lynn. "Evaluation of Clinical Reasoning of Nursing Students in the Clinical Setting." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3110.

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The primary focus of nursing education in the 21st century is to graduate students with well-developed critical thinking and clinical reasoning skills. This descriptive case study explored the perceptions of 6 faculty and 6 unit staff nurses concerning the assessment of critical thinking and clinical reasoning skills of nursing students in the clinical setting. Benner's novice to expert theory served as the conceptual framework for the research. The guiding research questions focused on faculty and staff perceptions concerning unit staff nurses' level of preparedness to assess the critical thinking and clinical reasoning ability of nursing students, and explored how faculty and unit staff nurses perceived the process of evaluating nursing students' clinical reasoning and critical thinking skills in the clinical setting. Data were collected using semi structured interview questions, then coded and analyzed following Creswell's approach. This analysis identified six themes: (a) lack of consistency, (b) faculty and staff clinical expectations of students, (c) barriers to clinical education, (d) faculty and staff differences in educational definitions, (e) faculty and staff comfort level with students, and (f) resources needed for clinical education. Learning how faculty and staff nurses assess student nurses' ability to demonstrate effective clinical reasoning and critical thinking skills can positively impact social change in nursing education on the local and state level by informing best practice in how critical thinking and clinical reasoning are taught and assessed in nursing education. This facilitates graduating nurses who are prepared to deliver patient care that affect positive outcomes.
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Arocha, José F. (José Francisco). "Clinical case similarity and diagnostic reasoning in medicine." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74638.

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This thesis describes a study of novice problem solving in the domain of medicine. The study attempts to answer questions pertaining to the diagnostic accuracy, the generation and change of diagnostic hypotheses, and the use of clinical findings in the course of solving clinical cases with similar presenting complaints. Two specific issues are addressed: (1) how does the initial case presentation suggesting a common disease schema affect the diagnostic problem solving process of novices and intermediate subjects? (2) what are the processes the subjects used in coordinating hypothesis and evidence during diagnostic problem solving?
Medical trainees (students and a resident) were given four clinical cases to solve and think-aloud protocols were collected. The verbal protocols were analyzed using methods of protocol analysis. The results show that second year medical students interpreted clinical cases in terms of the more common disease schema, regardless of the initial presentation of the case. More advanced students, although unable to make a correct diagnosis in most instances, were less susceptible to such confusions. Only the resident was able to interpret the cases in terms of different disease schemata, reflecting knowledge of the underlying disease process. The semantic analysis of the protocols revealed that most students, especially at lower levels of training, misinterpreted or ignored the evidence that contradicted their initial hypotheses and made use of a mixture of forward and backward reasoning; a finding consistent with previous research. Implications for educational training and for a theory of novice problem solving in medicine are presented.
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Nikopoulou-Smyrni, Panagiota. "A model of clinical reasoning in health informatics." Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401075.

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Adams, Linda. "Clinical reasoning and causal attribution in medical diagnosis." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1535.

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Forming a medical diagnosis is a complicated reasoning process undertaken by physicians. Although there has been much research focusing on clinical reasoning approaches, there is limited empirical evidence in relation to causal attribution in medical diagnosis. The research on which this thesis is based explored and examined the social process of medical diagnosis and provides an explanation of the clinical reasoning and causal attribution used by physicians. The research was undertaken in an Emergency Department within an acute hospital, the data were collected using mixed method approach including one to one semi-structured interviews with individual physicians; observation of their medical assessments of patients and secondary data analysis of the subsequent recorded medical notes. The study involved 202 patients and 26 physicians. The analysis of the physicians’ semi-structured interviews, shows how physicians describe the diagnostic step process and how they blend their clinical reasoning skills and professional judgment with evidence-based medicine. Physicians apply prior learning of taught biomedical and pathophysiological knowledge to question patients using pattern recognition of common signs and symptoms of disease. These findings are portrayed through taped narratives of the physician/patient interaction during the medical diagnostic process, which shows how physicians control the medical encounter. The analysis/interpretation of documentary evidence (recorded medical notes) provides an insight into the way in which physicians used the information gathered during the diagnostic step process. By using SPSS it was possible to cluster the cases (individual patients) into groups. This stage-ordered classification procedure demonstrated commonality amongst individual cases whilst highlighting the uniqueness of any cases. A pattern emerged of two groups of cases: Group 1 - comprised of patients with the presenting complaints of chest pain, shortness of breath, collapse, abdominal pain, per rectal bleed, nausea, vascular and neurological problems and Group 2 - comprised of patients presenting with trauma, mechanical falls, miscarriage/gynaecological problems, allergies/rashes and dental problems. Findings show that the clinical reasoning approaches used varied according to the complexity of the patient’s presenting complaint. The recorded medical notes for the patients in Group 1, were comprehensive and demonstrated a combined approach of hypothetic-deductive and probabilistic reasoning which enabled the physicians to deal with the degree of uncertainty that is inherent in medicine. The recorded process in the medical notes was shortened for the majority of patients in Group 2, and here the clinical reasoning approach used was found to deterministic. It is acknowledged, that this is not always the case. By using crisp set QCA it was possible to explore causal conditions consistent with Group 1. Further analysis led to examination of the link of causal conditions presented in the medical notes with the individual impression/working diagnosis made by physicians.
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Vinten, Claire. "The development of clinical reasoning in veterinary students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33728/.

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Clinical reasoning is the skill used when veterinary surgeons make a decision regarding the diagnosis, treatment plan or prognosis of a patient. Despite its necessity and ubiquity within clinical practice, very little is known about the development of clinical reasoning during undergraduate training. Even less is understood about how veterinary schools should be helping students improve this skill. The aim of the research presented within this thesis was to, firstly, examine the development of clinical reasoning ability within veterinary students and, secondly, to investigate possible methods to aid this process. The University of Nottingham School of Veterinary Medicine and Science (SVMS) was used as a case study for this research. In study one, focus groups and interviews were conducted with SVMS staff, students and graduates to investigate the development of clinical reasoning. A curriculum document content analysis was also performed. The findings suggested that clinical reasoning development is not optimal, with alumni facing a steep learning curve when entering practice. These results were used to design study two, in which a simulated consultation exercise utilizing standardised clients was created and implemented for final year students. The success of the simulation was measured using both quantitative and qualitative methods – all of which supported the use of the session for clinical reasoning development. The final study, also building on the findings of study one, aimed to improve the accessibility of veterinary surgeons’ decision-making processes during student clinical extramural studies placements (CEMS). A reflective Decision Diary was created and trialled with third and fourth year SVMS students. Diary content analysis showed the study aim was met, triangulated by survey and focus group findings. During the research, wider issues relating to clinical reasoning integration into veterinary curricula were unearthed. These included low student awareness of the subject and the misalignment between the skill learnt during training and the skill required when in practice. Several recommendations have been made to improve the design of the undergraduate curriculum in relation to clinical reasoning.
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Ajjawi, Rola. "Learning to communicate clinical reasoning in physiotherapy practice." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1556.

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Effective clinical reasoning and its communication are essential to health professional practice, especially in the current health care climate. Increasing litigation leading to legal requirements for comprehensive, relevant and appropriate information exchange between health professionals and patients (including their caregivers) and the drive for active consumer involvement are two key factors that underline the importance of clear communication and collaborative decision making. Health professionals are accountable for their decisions and service provision to various stakeholders, including patients, health sector managers, policy-makers and colleagues. An important aspect of this accountability is the ability to clearly articulate and justify management decisions. Considerable research across the health disciplines has investigated the nature of clinical reasoning and its relationship with knowledge and expertise. However, physiotherapy research literature to date has not specifically addressed the interaction between communication and clinical reasoning in practice, neither has it explored modes and patterns of learning that facilitate the acquisition of this complex skill. The purpose of this research was to contribute to the profession’s knowledge base a greater understanding of how experienced physiotherapists having learned to reason, then learn to communicate their clinical reasoning with patients and with novice physiotherapists. Informed by the interpretive paradigm, a hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants’ learning journeys were diverse, although certain factors and episodes of learning were common or similar. Participation with colleagues, peers and students, where the participants felt supported and guided in their learning, was a powerful way to learn to reason and to communicate reasoning. Experiential learning strategies, such as guidance, observation, discussion and feedback were found to be effective in enhancing learning of clinical reasoning and its communication. The cultural and environmental context created and supported by the practice community (which includes health professionals, patients and caregivers) was found to influence the participants’ learning of clinical reasoning and its communication. Participants reported various incidents that raised their awareness of their reasoning and communication abilities, such as teaching students on clinical placements, and informal discussions with peers about patients; these were linked with periods of steep learning of both abilities. Findings from this research present learning to reason and to communicate reasoning as journeys of professional socialisation that evolve through higher education and in the workplace. A key finding that supports this view is that clinical reasoning and its communication are embedded in the context of professional practice and therefore are best learned in this context of becoming, and developing as, a member of the profession. Communication of clinical reasoning was found to be both an inherent part of reasoning and an essential and complementary skill necessary for sound reasoning, that was embedded in the contextual demands of the task and situation. In this way clinical reasoning and its communication are intertwined and should be learned concurrently. The learning and teaching of clinical reasoning and its communication should be synergistic and integrated; contextual, meaningful and reflexive.
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Books on the topic "Clinical reasoning"

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B, Wong John, and Kopelman Richard I, eds. Learning clinical reasoning. 2nd ed. Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins Health, 2010.

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I, Kopelman Richard, ed. Learning clinical reasoning. Baltimore: Williams & Wilkins, 1991.

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Wolfs, Andreas. Systemisch-konstruktivistisches Clinical Reasoning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-64982-4.

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Robertson, Linda. Clinical reasoning in occupational therapy. Chichester, West Sussex: Wiley-Blackwell, 2012.

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Clinical reasoning in occupational therapy. Chichester, West Sussex: Wiley-Blackwell, 2012.

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Clinical reasoning in physical disabilities. Baltimore: Williams & Wilkins, 1995.

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Knis-Matthews, Laurie. Matthews Model of Clinical Reasoning. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003392408.

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Kathleen, Gutierrez, ed. Pharmacotherapeutics: Clinical reasoning in primary care. 2nd ed. St. Louis: Saunders Elsevier, 2008.

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Richard, Belle, ed. Advanced EMT: A clinical reasoning approach. Boston: Pearson, 2011.

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Joy, Higgs, ed. Clinical reasoning in the health professions. 3rd ed. Edinburgh: Elsevier, Churchill Livingstone, 2008.

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Book chapters on the topic "Clinical reasoning"

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Leschnik, Andreas. "Clinical Reasoning." In essentials, 43–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31122-3_11.

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Abrahamson, Earle, and Dr Lee Herrington. "Clinical Reasoning." In Sports Rehabilitation and Injury Prevention, 297–306. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118685150.ch16.

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Gruppen, Larry D., and Alice Z. Frohna. "Clinical Reasoning." In International Handbook of Research in Medical Education, 205–30. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_8.

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Wan, Xuehong, and Rui Zeng. "Clinical Reasoning." In Handbook of Clinical Diagnostics, 395–96. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7677-1_71.

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Benbassat, Jochanan. "Clinical Reasoning." In Teaching Professional Attitudes and Basic Clinical Skills to Medical Students, 93–108. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26542-6_5.

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Gay, Simon. "Clinical reasoning." In Family Medicine in the Undergraduate Curriculum, 163–70. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003325734-25.

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Frankel, Steven A., Steven D. Thurber, and James A. Bourgeois. "Clinical Reasoning." In Complexity in Health Care, 95–98. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14949-8_15.

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Schrader, Aaron, and Rik Carl D'Amato. "Reasoning." In Encyclopedia of Clinical Neuropsychology, 2119. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1483.

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Schrader, Aaron, and Rik Carl D’Amato. "Reasoning." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1483-2.

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Schrader, Aaron, and Rik Carl D’Amato. "Reasoning." In Encyclopedia of Clinical Neuropsychology, 2946–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1483.

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Conference papers on the topic "Clinical reasoning"

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Malykh, V. L., and D. V. Belyshev. "Case-based reasoning in clinical processes using clinical data banks." In 2015 International Conference on Biomedical Engineering and Computational Technologies (SIBIRCON). IEEE, 2015. http://dx.doi.org/10.1109/sibircon.2015.7361885.

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Autexier, Serge, Mohamed Bawadekji, Dieter Hutter, and Regine Wolters. "Supporting clinical guidelines using DL-temporal reasoning." In 2013 10th International Conference & Expo on Emerging Technologies for a Smarter World (CEWIT). IEEE, 2013. http://dx.doi.org/10.1109/cewit.2013.6713766.

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Hee-Jeong Jin, Eun-Soo Jang, and Si-Woo Lee. "Clinical network for case based reasoning methodology." In 2011 IEEE International Conference on Bioinformatics and Biomedicine Workshops (BIBMW). IEEE, 2011. http://dx.doi.org/10.1109/bibmw.2011.6112518.

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Hochberg, Limor, Cecilia Ovesdotter Alm, Esa M. Rantanen, Caroline M. DeLong, and Anne Haake. "Decision Style in a Clinical Reasoning Corpus." In Proceedings of BioNLP 2014. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-3412.

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Combi, Carlo, Matteo Gozzi, Jose M. Juarez, Barbara Oliboni, and Giuseppe Pozzi. "Conceptual Modeling of Temporal Clinical Workflows." In 14th International Symposium on Temporal Representation and Reasoning (TIME'07). IEEE, 2007. http://dx.doi.org/10.1109/time.2007.45.

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Benmimoune, Lamine, Amir Hajjam, Parisa Ghodous, Emmanuel Andres, Samy Talha, and Mohamed Hajjam. "Hybrid reasoning-based medical platform to assist clinicians in their clinical reasoning process." In 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2015. http://dx.doi.org/10.1109/iisa.2015.7388019.

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Ruiz Segura, Alejandra, Tianshu Li, and Susanne P. Lajoie. "UNDERSTANDING MEDICAL STUDENTS’ CLINICAL REASONING TENDENCIES AND PATTERNS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0712.

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Ojeme, Blessing, Audrey Mbogho, and Thomas Meyer. "Probabilistic Expert Systems for Reasoning in Clinical Depressive Disorders." In 2016 15th IEEE International Conference on Machine Learning and Applications (ICMLA). IEEE, 2016. http://dx.doi.org/10.1109/icmla.2016.0105.

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Socrates, Vimig. "Extraction of Diagnostic Reasoning Relations for Clinical Knowledge Graphs." In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics: Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-srw.33.

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Sharma, Brihat, Yanjun Gao, Timothy Miller, Matthew Churpek, Majid Afshar, and Dmitriy Dligach. "Multi-Task Training with In-Domain Language Models for Diagnostic Reasoning." In Proceedings of the 5th Clinical Natural Language Processing Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.clinicalnlp-1.10.

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Reports on the topic "Clinical reasoning"

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Vergel, John, Patrik Telleus, Diana Stentoft, Janine Henderson, Daniel Ignacio Garzón Luna, and Carlos Yaya. Developing Clinical Reasoning in Medical Students - A Scoping Review. Universidad del Rosario, 2021. http://dx.doi.org/10.12804/issne.2500-6428_10336.21803_emcs.

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Artino, Jr, Cleary Anthony R., Dong Timothy J., Hemmer Ting, Durning Paul A., and Steven J. Exploring Clinical Reasoning in Novices: A Self-Regulated Learning Microanalytic Approach. Fort Belvoir, VA: Defense Technical Information Center, July 2013. http://dx.doi.org/10.21236/ada587612.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Newman-Toker, David E., Susan M. Peterson, Shervin Badihian, Ahmed Hassoon, Najlla Nassery, Donna Parizadeh, Lisa M. Wilson, et al. Diagnostic Errors in the Emergency Department: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), December 2022. http://dx.doi.org/10.23970/ahrqepccer258.

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Objectives. Diagnostic errors are a known patient safety concern across all clinical settings, including the emergency department (ED). We conducted a systematic review to determine the most frequent diseases and clinical presentations associated with diagnostic errors (and resulting harms) in the ED, measure error and harm frequency, as well as assess causal factors. Methods. We searched PubMed®, Cumulative Index to Nursing and Allied Health Literature (CINAHL®), and Embase® from January 2000 through September 2021. We included research studies and targeted grey literature reporting diagnostic errors or misdiagnosis-related harms in EDs in the United States or other developed countries with ED care deemed comparable by a technical expert panel. We applied standard definitions for diagnostic errors, misdiagnosis-related harms (adverse events), and serious harms (permanent disability or death). Preventability was determined by original study authors or differences in harms across groups. Two reviewers independently screened search results for eligibility; serially extracted data regarding common diseases, error/harm rates, and causes/risk factors; and independently assessed risk of bias of included studies. We synthesized results for each question and extrapolated U.S. estimates. We present 95 percent confidence intervals (CIs) or plausible range (PR) bounds, as appropriate. Results. We identified 19,127 citations and included 279 studies. The top 15 clinical conditions associated with serious misdiagnosis-related harms (accounting for 68% [95% CI 66 to 71] of serious harms) were (1) stroke, (2) myocardial infarction, (3) aortic aneurysm and dissection, (4) spinal cord compression and injury, (5) venous thromboembolism, (6/7 – tie) meningitis and encephalitis, (6/7 – tie) sepsis, (8) lung cancer, (9) traumatic brain injury and traumatic intracranial hemorrhage, (10) arterial thromboembolism, (11) spinal and intracranial abscess, (12) cardiac arrhythmia, (13) pneumonia, (14) gastrointestinal perforation and rupture, and (15) intestinal obstruction. Average disease-specific error rates ranged from 1.5 percent (myocardial infarction) to 56 percent (spinal abscess), with additional variation by clinical presentation (e.g., missed stroke average 17%, but 4% for weakness and 40% for dizziness/vertigo). There was also wide, superimposed variation by hospital (e.g., missed myocardial infarction 0% to 29% across hospitals within a single study). An estimated 5.7 percent (95% CI 4.4 to 7.1) of all ED visits had at least one diagnostic error. Estimated preventable adverse event rates were as follows: any harm severity (2.0%, 95% CI 1.0 to 3.6), any serious harms (0.3%, PR 0.1 to 0.7), and deaths (0.2%, PR 0.1 to 0.4). While most disease-specific error rates derived from mainly U.S.-based studies, overall error and harm rates were derived from three prospective studies conducted outside the United States (in Canada, Spain, and Switzerland, with combined n=1,758). If overall rates are generalizable to all U.S. ED visits (130 million, 95% CI 116 to 144), this would translate to 7.4 million (PR 5.1 to 10.2) ED diagnostic errors annually; 2.6 million (PR 1.1 to 5.2) diagnostic adverse events with preventable harms; and 371,000 (PR 142,000 to 909,000) serious misdiagnosis-related harms, including more than 100,000 permanent, high-severity disabilities and 250,000 deaths. Although errors were often multifactorial, 89 percent (95% CI 88 to 90) of diagnostic error malpractice claims involved failures of clinical decision-making or judgment, regardless of the underlying disease present. Key process failures were errors in diagnostic assessment, test ordering, and test interpretation. Most often these were attributed to inadequate knowledge, skills, or reasoning, particularly in “atypical” or otherwise subtle case presentations. Limitations included use of malpractice claims and incident reports for distribution of diseases leading to serious harms, reliance on a small number of non-U.S. studies for overall (disease-agnostic) diagnostic error and harm rates, and methodologic variability across studies in measuring disease-specific rates, determining preventability, and assessing causal factors. Conclusions. Although estimated ED error rates are low (and comparable to those found in other clinical settings), the number of patients potentially impacted is large. Not all diagnostic errors or harms are preventable, but wide variability in diagnostic error rates across diseases, symptoms, and hospitals suggests improvement is possible. With 130 million U.S. ED visits, estimated rates for diagnostic error (5.7%), misdiagnosis-related harms (2.0%), and serious misdiagnosis-related harms (0.3%) could translate to more than 7 million errors, 2.5 million harms, and 350,000 patients suffering potentially preventable permanent disability or death. Over two-thirds of serious harms are attributable to just 15 diseases and linked to cognitive errors, particularly in cases with “atypical” manifestations. Scalable solutions to enhance bedside diagnostic processes are needed, and these should target the most commonly misdiagnosed clinical presentations of key diseases causing serious harms. New studies should confirm overall rates are representative of current U.S.-based ED practice and focus on identified evidence gaps (errors among common diseases with lower-severity harms, pediatric ED errors and harms, dynamic systems factors such as overcrowding, and false positives). Policy changes to consider based on this review include: (1) standardizing measurement and research results reporting to maximize comparability of measures of diagnostic error and misdiagnosis-related harms; (2) creating a National Diagnostic Performance Dashboard to track performance; and (3) using multiple policy levers (e.g., research funding, public accountability, payment reforms) to facilitate the rapid development and deployment of solutions to address this critically important patient safety concern.
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