Title: Learning clinical reasoning: individual and teamwork

Biography:

She is a Lecturer in Medical Education, MSc in Medical Education FOMSCU, Egypt, MD in Medical Education FOMSCU/the University of Leeds, UK.

She was working as a Vice President of the assessment and evaluation unit in FOMSCU, Egypt. She is a Faculty in the Diploma of Health Professions Education program (DHPE). She is a board member of the Board member in Egyptian society for Medical Education, ESME. She is the PBL lead at the School of Medicine, Ulster University, UK. She is an associate fellow of AMEE (AFAMEE).

Abstract

Although clinical competence is multi-dimensional and should be acquired by each medical student, most students learn clinical reasoning skills informally in clinical rotations. Additionally, problems encountered during professional practice do not always have straightforward algorithmic solutions but require judgment and insight which cannot be taught or measured by conventional tools. Teaching and assessing clinical reasoning have transitioned from an endeavor designed to capture a linear, predictable process with instruments that predominantly collect quantitative measurements, to a view of clinical reasoning as a complex, interactive process that occurs in dynamic contexts and which is situation and context-specific.  Learning by concordance (LbC) is an online education strategy that makes learners practice reasoning competency in case-based clinical situations. Based on the LBC, the SCT/TBL model was used as an instructional approach to teach and formatively assess clinical reasoning for undergraduate medical students. It can provide solutions by merging two validated methods; the Script Concordance Test (SCT) and Team-Based Learning (TBL) in a novel way for the instruction of clinical reasoning. The model will confront each student with unstructured clinical problems, encourage them to generate, test hypotheses, and map their reasoning against the experts’ reasoning despite the group size. Therefore, it will help in the individualization of the clinical reasoning learning process for each student and help them build their own illness script.  At the same time, it will foster discussion between students, peers, and instructors and encourage teamwork.