Article (Published version) (265 Kb) - Limited access to UNIGE
What is so difficult about managing clinical reasoning difficulties ?
|Published in||Medical Education. 2012, vol. 46, no. 2, p. 216-227|
|Abstract||Clinical reasoning is the cornerstone of medical competence. Difficulties in this area are often identified late in clinical training. Studies point to challenges faced by clinical educators in their dual roles as clinicians and educators. Little is known about the common, yet complex, issue of how they manage clinical reasoning difficulties. We therefore sought to: (i) describe the current state of affairs in various clinical teaching settings, and (ii) explore the factors that determine the behaviour of clinical educators in this respect.|
|Keywords||Belgium — Clinical Competence/standards — Curriculum — Education, Medical/organization & administration/standards — Female — Focus Groups — Humans — Internship and Residency — Learning — Male — Physicians/psychology — Qualitative Research — Role — Students, Medical — Switzerland|
|Research groups||Acquisition de l'expertise médicale (662)|
Médecine interne générale et pédiatrie ambulatoires (968)
|AUDETAT VOIROL, Marie-Claude et al. What is so difficult about managing clinical reasoning difficulties ?. In: Medical Education, 2012, vol. 46, n° 2, p. 216-227. doi: 10.1111/j.1365-2923.2011.04151.x https://archive-ouverte.unige.ch/unige:24342|