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- W2324664562 abstract "Clinical teachers aspire to improve the knowledge and skills of their learners, but deliberate teaching of clinical reasoning can seem overwhelming and even impossible. Expert clinicians unconsciously run through checklists, leap past details and take short cuts to reach correct diagnoses. How can this clinical reasoning process be taught in a stepwise fashion to learners? Our students and residents must learn the skills of clinical reasoning for the care of their patients, for communication with colleagues, and for the education of those they teach. Relying on time and experience to develop these skills is insufficient. Clinical teachers should facilitate this process despite its challenges. Using the concepts of illness scripts, problem representations [1], and semantic qualifiers [2] clinical teachers can create a foundation for learner’s to guide clinical reasoning development and improve learner’s abilities to communicate an effective patient assessment. Novice clinicians struggle to understand what a “good” assessment is because they lack the ability to create succinct yet accurate problem representations. A problem representation is the one sentence summary in which specific patient details (history, physical examination) are synthesized into abstract terms called semantic qualifiers. For example, imagine a student in their second year of medical school who is learning about appendicitis. A patient with “two days of 9 out of 10 abdominal pain” should be described as having “acute and severe” abdominal pain. “Acute” and “severe” are examples of semantic qualifiers. Semantic qualifiers generally exist in divergent pairs, such as acute vs. chronic and severe vs. mild. When a learner uses semantic qualifiers to synthesize the details of a patient’s history and physical into abstract terms, they are creating an illness script. Illness scripts are the mental constructs that clinicians use to create clinical memories of their experiential knowledge about diseases and conditions. These" @default.
- W2324664562 created "2016-06-24" @default.
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- W2324664562 date "2013-01-01" @default.
- W2324664562 modified "2023-10-15" @default.
- W2324664562 title "Teaching Clinical Reasoning Skills to Help your Learners ?Get? the Diagnosis" @default.
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- W2324664562 doi "https://doi.org/10.4172/2161-0665.1000e121" @default.
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