Barriers to Learning Clinical Reasoning: a Qualitative Study of Medicine Clerkship Students

Duca, Nicholas S.; Adams, Nancy; Glod, Susan A.; Haidet, Paul

doi:10.1007/s40670-020-01069-x

Search citation statements

Order By: Relevance

Paper Sections

Select...

Approach1

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

2025

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

(1 citation statement)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Clinical reasoning development is a challenge 4 and assessment using varied formats is essential. Following this experience, we plan to introduce MATCH assessments throughout our curriculum.…”

Section: Approachmentioning

confidence: 99%

The MATCH as an Institutional Clinical Reasoning Assessment for Third-Year Students

West¹,

Szauter²,

Schatte³

et al. 2022

Academic Medicine

View full text Add to dashboard Cite

Section: Approachmentioning

confidence: 99%

The MATCH as an Institutional Clinical Reasoning Assessment for Third-Year Students

West¹,

Szauter²,

Schatte³

et al. 2022

Academic Medicine

View full text Add to dashboard Cite

Does online case-based learning foster clinical reasoning skills? A mixed-methods study

Lim,

Veasuvalingam

2025

Future Healthcare Journal

View full text Add to dashboard Cite

Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum

2023

View full text Add to dashboard Cite

Objectives Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums. Methods We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts: dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator. Results The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills. Conclusions The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.

show abstract

Barriers to Learning Clinical Reasoning: a Qualitative Study of Medicine Clerkship Students

Cited by 3 publications

References 40 publications

The MATCH as an Institutional Clinical Reasoning Assessment for Third-Year Students

The MATCH as an Institutional Clinical Reasoning Assessment for Third-Year Students

Does online case-based learning foster clinical reasoning skills? A mixed-methods study

Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum

Contact Info

Product

Resources

About