Results 251 to 260 of about 7,620,956 (294)

Clinical reasoning skills of speech and language therapy students

International Journal of Language & Communication Disorders, 2007
AbstractBackground: Difficulties experienced by novices in clinical reasoning have been well documented in many professions, especially medicine (Boshuizen and Schmidt 1992, 2000; Elstein, Shulman and Sprafka 1978; Patel and Groen 1986; Rikers, Loyens and Schmidt 2004).
Kirsty, Hoben, Rosemary, Varley, Richard, Cox   +2 more
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Facilitating Clinical Reasoning in the Skills Laboratory: Reasoning Model Versus Nursing Process-Based Skills Checklist

Nursing Education Perspectives, 2013
The need for nursing education to "shift from an em- phasis on critical thinking to an emphasis on clini- cal reasoning and multiple ways of thinking that include critical thinking" has been well documented (Benner, Sut- phen, Leonard, & Day, 2010, p. 84).
Karen, Gonzol, Christine, Newby
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A student’s perspective on developing clinical reasoning skills

Medical Teacher, 2019
Dear EditorI enjoyed reading “Twelve tips for developing CR skills in the pre-clinical and clinical stages of medical school” (Khin-Htun and Kushairi 2018).
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Response to “A student’s perspective on developing clinical reasoning (CR) skills”

Medical Teacher, 2019
Dear EditorThank you for additional suggestions for introducing clinical reasoning (CR) into the pre-clinical curriculum.The wants of our students align with your comment on early and regular expos...
Swe, Khin-Htun, Anisa, Kushairi
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The development of clinical reasoning skills: A major objective of the anatomy course

Anatomical Sciences Education, 2008
AbstractTraditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives:
Rodrigo E, Elizondo-Omaña, Santos Guzmán, López   +1 more
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A programme for developing clinical reasoning skills in graduate physiotherapists

Medical Teacher, 1993
This paper presents a clinical reasoning course for postgraduate physiotherapy students, conducted at the University of Sydney. The course was designed to foster the development of students' clinical reasoning skills and clinical knowledge. The rationale and nature of the course are discussed, along with evaluation findings.
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Wheelchair Transfer Simulations to Enhance Procedural Skills and Clinical Reasoning

American Journal of Occupational Therapy, 2015
OBJECTIVE. We describe an educational intervention that involved simulation scenarios of medically complex patients to teach transfer training and promote clinical reasoning. METHOD.
Joanne M, Baird, Ketki D, Raina, Joan C, Rogers, John, O'Donnell, Margo B, Holm   +4 more
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A new methodology for teaching clinical reasoning skills: problem solving clinical seminars

Medical Teacher, 2005
In the final year of the medical curriculum of the Faculty of Medicine of the Katholieke Universiteit Leuven (Belgium), a new methodology for teaching clinical skills was introduced: Problem Solving Clinical Seminars (PSCS). Two eight-week series of 70 seminars were offered.
E, Struyf, J, Beullens, B, Van Damme, P, Janssen, H, Jaspaert   +4 more
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Using Expert Models to Provide Feedback on Clinical Reasoning Skills

2010
Effective feedback is necessary to support expertise development in clinical reasoning Technology-rich environments (TREs) often use expert models as one means of providing this feedback A review of empirical studies showed 3 different types of expert models in TREs: outcome models, process models, and dynamic models This paper presents examples of ...
Laura Naismith, Susanne P. Lajoie
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Developing clinical reasoning and effective communication skills in advanced practice

Nursing Standard, 2019
Clinical reasoning and effective communication are fundamental skills for nurses working at an advanced level of practice. Clinical reasoning processes are designed to enable the nurse to establish the nature of a patient's presenting condition before focusing on problem-solving techniques that can guide the appropriate course of treatment.
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