Teaching Clinical Reasoning using Case-Based Learning

Code

MEDS4016

School

School of Medicine

Level

4

Credits

20

Semesters

Spring UK

Summary

This course investigates clinical reasoning education in a medical or healthcare professions education context. The module draws on insights from the broader literature in clinical reasoning, diagnostic error, decision-making, education and psychology and sociology applied to a medical or healthcare professions education context.

Objectives: The course begins with a review of the literature around clinical reasoning to ensure students have shared understanding of the problem, key concepts and approaches used to teach the clinical reasoning. Concepts such as the ‘what’ of clinical reasoning education, the ‘how’ and the ‘when’ are discussed along with key ideas such as dual process theory, script theory, situativity theory and human factors, cognitive biases, metacognition, and the different types of knowledge teachers need to foster for successful clinical reasoning ability.
 

There is critical evaluation of various teaching approaches employed to develop clinical reasoning skills, with a specific focus on case-based learning (CBL). Literature on expertise development and the master adaptive learner are explored with the aim of enhancing feedback to students around their development of clinical reasoning skills over time.

Finally, the course gives students the time and space to observe and create CBL opportunities for fellow learners and students in educational settings (e.g. classroom or simulation suite) and clinical environments. Students will critically reflect on these opportunities as part of their ongoing development in the expert various roles of a teacher.

Target Students

2.1 OR pass at MBBS • Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience • Students on the MMEdSci, PGDip and PGCert Medical Education courses. • PGCHE students • Students proposed as suitable by the Head of School of Medicine

Classes

• One 8-hour seminar
• One 8-hour seminar

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester.

Assessment

• 60% Practical 1: Practical Assignment 2,500 words
• 40% Practical 2: Reflection Assignment - 1,500 words

Assessed by end of designated period

Educational Aims

Learning Outcomes

In a medical or healthcare professions education context, students will gain knowledge and understanding of:

• The differences between novice, intermediate and expert clinical reasoning
• Key domains of clinical reasoning education and the fundamental role of different types of knowledge in key domains
• Teaching approaches such as CBL for developing clinical reasoning ability
• The design of teaching activities and structuring of the educational environment for optimising clinical reasoning development
• The role of self-regulated learning and feedback for developing clinical reasoning ability
• The various influences on clinical reasoning in the clinical environment
• The various challenges faced by medical educators when teaching in clinical environments based on insights from other disciplines such as education, psychology and sociology. 

By the end of the module, students will be able to:

• Critically apply relevant clinical reasoning theories to design and develop a CBL task for teaching clinical reasoning in educational environments.
• Critically apply relevant clinical reasoning theories to design and develop strategies for facilitating clinical reasoning development in clinical environments.
• Critically reflect on their personal and professional development as a healthcare professions educator in the expert roles of the teacher. 

Conveners

• Professor Nicola Cooper