When less is more for the struggling clinical reasoner
Abstract: Busy clinician-educators are often tasked with remediating medical students who have deficits in clinical reasoning. In this essay, we share our early experience with providing less feedback and more practice to these trainees. We suggest that front line teachers can streamline their feedback to struggling reasoners by focusing solely on the problem representation and prioritized differential diagnosis of the main problem in their oral presentations and then engaging in repeated loops of feedback until the student achieves competency in real time. By receiving feedback targeted to the assessment alone and employing deliberate practice, struggling students have the opportunity to make concrete improvement during short-term clinical assignments. This remediation approach is feasible for busy clinician-educators and warrants formal study.
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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When less is more for the struggling clinical reasoner ; volume:2 ; number:3 ; year:2015 ; pages:159-162 ; extent:4
Diagnosis ; 2, Heft 3 (2015), 159-162 (gesamt 4)
- Creator
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Connor, Denise M.
Dhaliwal, Gurpreet
- DOI
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10.1515/dx-2015-0014
- URN
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urn:nbn:de:101:1-2412011623267.203311703972
- Rights
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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15.08.2025, 7:33 AM CEST
Data provider
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Connor, Denise M.
- Dhaliwal, Gurpreet
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