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The need for longitudinal clinical reasoning teaching and assessment: Results of an international survey

机译：需要纵向临床推理教学和评估：国际调查结果

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Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment. Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worldwide and to identify needs and perceived barriers for teaching clinical reasoning to students and educators. Methods: A questionnaire was devised by an international expert group and distributed in a large international medical education community. Data were collected in 2018 and analysed using descriptive statistics. We identified themes in free-text responses using content analysis. Results: Three hundred and thirteen responses from 76 countries were collected. Most respondents were from Europe (34%). While the presence of a longitudinal clinical reasoning curriculum was only reported by 28%, 85% stated that such a curriculum was needed. The lack of awareness of the need to explicitly teach clinical reasoning was the most commonly identified barrier. For assessment, the greatest need identified was for more workplace-based assessment. Conclusions: Global respondents indicate the need to implement explicit longitudinal clinical reasoning curricula. Our findings suggest that efforts should be put into improving faculty development, including evidence-based materials on how to teach and assess clinical reasoning.
机译：背景：临床推理是练习卫生专业人员必不可少的关键能力。然而，关于目前全球临床推理教学和评估的全球采用众所周知。目的：我们旨在提供临界，以了解临床推理如何在全球课程中进行课程和评估，并确定对学生和教育工作者的临床推理的需求和感知障碍。方法：由国际专家组制定了调查问卷，并在大型国际医学教育界分发。 2018年收集数据并使用描述性统计分析。我们使用内容分析确定了在自由文本响应中的主题。结果：收集了76个国家的三百三十次回应。大多数受访者来自欧洲（34％）。虽然纵向临床推理课程的存在仅报告了28％，但表明需要这种课程。缺乏明确教学临床推理的需要意识是最常见的障碍。对于评估，确定的最大需求是为了获得更多基于工作场所的评估。结论：全球受访者表示需要实施明确的纵向临床推理课程。我们的研究结果表明，应努力进入改善教师发展，包括关于如何教学和评估临床推理的证据基础。

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