Journal of Medical Education for Future Demands
Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies
Outlines
Clinical Reasoning in Medicine: A Concept Analysis
Abstract
Background: Clinical reasoning plays an important role in the ability of physicians to make diagnoses and decisions. It is considered the physician’s most critical competence, but it is an ambiguous conceptin medicine that needs a clear analysis and definition. Our aim was to clarify the concept of clinical reasoning in medicine by identifying its components and to differentiate it from other similar concepts.It is necessary to have an operational definition of clinical reasoning, and its components must be precisely defined in order to design successful interventions and use it easily in future research.Methods: McKenna’s nine-step model was applied to facilitate the clarification of the concept of clinical reasoning. The literature for this concept analysis was retrieved from several databases, including Scopus, Elsevier, PubMed, ISI, ISC, Medline, and Google Scholar, for the years 1995– 2016 (until September 2016). An extensive search of the literature was conducted using the electronic database. Accordingly, 17 articles and one book were selected for the review. We applied McKenna’s method of concept analysis in studying clinical reasoning, so that definitional attributes, antecedents, and consequences of this concept were extracted.Results: Clinical reasoning has nine major attributes in medicine. These attributes include: (1) clinical reasoning as a cognitive process; (2) knowledge acquisition and application of different types of knowledge; (3) thinking as a part of the clinical reasoning process; (4) patient inputs; (5) contextdependent and domain-specific processes; (6) iterative and complex processes; (7) multi-modal cognitive processes; (8) professional principles; and (9) health system mandates. These attributes are influenced by the antecedents of workplace context, practice frames of reference, practice models of the practitioner, and clinical skills. The consequences of clinical reasoning are the metacognitive improvement of reasoning and tacit knowledge production.Conclusion: The present concept analysis tries to clarify the concept of clinical reasoning in medicine and reduces the ambiguity of this concept to design successful interventions and use it easily in future research.
References
- 1.References are available in the PDF file.
Copyright
© 2017, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
Similar Articles
Clinical Reasoning and Improvement in the Quality of Medical Education
Matinpour M, Sedighi I, Monajemi A, Jafari F, Momtaz HE, et al. Clinical Reasoning and Improvement in the Quality of Medical Education. Shiraz E-Med J. 2014;15(4):e18667. doi: https://doi.org/10.17795/semj18667
Multistage Problem-Based Case Discussion For Medical Students
Dadgostarnia M, Gholami Renani V, Ashoorion V, Esmaeili A, Shams B, et al. Multistage Problem-Based Case Discussion For Medical Students. J Med Edu. 2003;4(1):e105044. doi: https://doi.org/10.22037/jme.v4i1.853
Clinical Reasoning and Artificial Intelligence
Ghasemi A, Naeimaeyi aali M. Clinical Reasoning and Artificial Intelligence. Ann Mil Health Sci Res. 2023;21(1):e134440. doi: https://doi.org/10.5812/amh-134440
Critical Thinking Disposition among Medical Students of Kermanshah University of Medical Sciences
Iranfar S, Sepahi V, Khoshay A, Rezaei M, Karami Matin B, et al. Critical Thinking Disposition among Medical Students of Kermanshah University of Medical Sciences. Educ Res Med Sci. 2012;1(2):e77189. doi:
The Critical Thinking Process: A Holistic View to Promote Critical Problem-solving in Health Profession Education
Gheshlaghi Azar N, Yazdani S, Khoshgoftar Z. The Critical Thinking Process: A Holistic View to Promote Critical Problem-solving in Health Profession Education. J Med Edu. 2023;22(1):e135024. doi: https://doi.org/10.5812/jme-135024
Crossmark
Checking
- Scopus by DOI: 0
Last Update: 1 month ago
- Scopus by Title: 0
Last Update: 1 month ago
- Scopus by Title (Ref): 0
Last Update: 1 month ago
- CrossRef: 0
Last Update: 8 hours ago
Ordering Reprints
Articles are published under the Creative Commons license stated on each article. No permission or royalty fee is required for uses permitted by that license. CCC handles optional bulk and customized reprint orders. Any quotation covers production and delivery services only, not copyright permission. > Request Reprints from CCC