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- W2783299938 abstract "Background While educational techniques to improve clinical reasoning (CR) skills among medical students have been developed, the lack of faculty expertise in teaching CR remains a significant barrier.1 Teaching the teachers how to teach a subject in which they themselves did not receive a formal teaching is a challenge. In order to introduce a clinical reasoning theme for clinician educators, we explored the current knowledge, beliefs and attitudes of teaching staff by interviewing them at Nottingham University Hospitals NHS Trust (NUH). Methods We carried out a qualitative interview with semi-structured questions, during which clinical teachers were asked to describe their own understanding of CR, how they have acquired and teach it, and how they could incorporate clinical reasoning teaching and learning better in their own teaching. A half-day workshop on ‘Teaching and Learning Clinical Reasoning‘ was introduced for teaching fellows and nurse educators who teach medical students at NUH. The objectives of the workshop were: * To appreciate the link between sound CR and patient safety * To understand what CR is and the different elements that make it up * To establish a shared vocabulary and know key contents of a CR syllabus * To provide practical advice for clinical teachers how introduce CR into the teaching Evaluation of the workshop was carried out by questionnaire. Results Teaching fellows and nurse educators found the training very useful and felt it would change their practice as clinicians and as educators. They had assumed CR is something that could not be explicitly taught, and now they had a better idea to inform their teaching practice. Sharing basic CR knowledge and tips on how to teach CR gave them new ideas to facilitate the CR process with learners in everyday educational interventions like case-based teaching, ward rounds, simulations and debriefing. Teaching fellows highlighted that the training made them think about how they think in their own clinical practice. Previous research on faculty development has highlighted a dual benefit – improvements in teaching skills and their own clinical reasoning skills.2 Conclusions All clinicians teach CR, whether intentionally or not, but to ensure effective teaching, teachers and learners require a shared vocabulary and understanding of what CR is, and the knowledge and skills facilitate learning in this important area. An effective faculty development programme is required to achieve this. Reference 1. Eva KW. What every teacher needs to know about clinical reasoning. Medical Education 2005;39(1):98–106. 2. Kogan J, Holmboe ES. Faculty development and dissemination. In RL Trowbridge, JJ Rencic, SJ Durning (Eds.), Teaching clinical reasoning 2015. ACP." @default.
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- W2783299938 date "2017-11-01" @default.
- W2783299938 modified "2023-09-22" @default.
- W2783299938 title "P46 Evaluating perceptions of teaching the teachers about clinical reasoning" @default.
- W2783299938 doi "https://doi.org/10.1136/bmjstel-2017-aspihconf.129" @default.
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