oa Perceived opportunities of clinical reasoning learning in postgraduate psychiatry training: Trainees’ and faculty’s perspectives

References

1. Gabriel AViolato C. Problem-solving strategies in psychiatry: differences between experts and novices in diagnostic accuracy and reasoning. Adv Med Educ Pract. 2013 May 30; 4:11–6.
   [Google Scholar]
2. Linsen AElshout GPols DZwaan LMamede S. Education in clinical reasoning: an experimental study on strategies to foster novice medical students’ engagement in learning activities. Health Profess Educ. 2017 May 30; 4:86–96.
   [Google Scholar]
3. Loveday TWiggins MFesta MSchell DTwigg D. Pattern recognition as an indicator of diagnostic expertise. Latorre Carmona, P., Sánchez, J., Fred, A. Pattern Recognition - Applications and Methods. Advances in Intelligent Systems and Computing, Berlin: Springer.
   [Google Scholar]
4. Norman GYoung MBrooks L. Non-analytical models of clinical reasoning: The role of experience. Med Educ. 2007 Nov 14; 41:(12):1140–5.
   [Google Scholar]
5. Norman G. Research in clinical reasoning: past history and current trends. Med Educ. 2005; 39:(4):418–27.
   [Google Scholar]
6. Robertson LJ. Clinical reasoning, part 2: novice/expert differences. Br J Occup Therapy. 1996 May 5; 59:(5):212–6. doi: 10.1177/030802269605900507
   [Google Scholar]
7. Jensen GResnik LHaddad A. Expertise and clinical reasoning. Higgs JJones M Clinical reasoning in the health professions, 2nd edn. Oxford: Butterworth-Heinemann, 2008.
   [Google Scholar]
8. Süß HM, Oberauer KWittmann WW, Wilhelm OSchulze R. Working-memory capacity explains reasoning ability - And a little bit more. Intelligence. 2002; 30:(3):261–88.
   [Google Scholar]
9. Hruska PKrigolson OCoderre SMcLaughlin KCortese FDoig C et al.. Working memory, reasoning, and expertise in medicine—insights into their relationship using functional neuroimaging. Adv Health Sci Educ. 2016 Dec 1; 21:(5):935–52.
   [Google Scholar]
10. Rotgans JI, Schmidt HG, Rosby LV, Tan GJS, Mamede SZwaan L et al.. Evidence supporting dual-process theory of medical diagnosis: a functional near-infrared spectroscopy study. Med Educ. 2019; 53:(2):143–52.
    [Google Scholar]
11. Konopasky ARamani DOhmer MBattista AArtino AR, McBee E et al.. It totally possibly could be: how a group of military physicians reflect on their clinical reasoning in the presence of contextual factors. Mil Med. 2020 Jan 7; 185:(Supplement_1):575–82.
    [Google Scholar]
12. Pelaccia TTardif JTriby ECharlin B. An analysis of clinical reasoning through a recent and comprehensive approach: the dual-process theory. Med Educ Online. 2011; 16:(1):16. doi: 10.3402/meo.v16i0.5890
    [Google Scholar]
13. Choi HH, van Merriënboer JJG, Paas F. Effects of the physical environment on cognitive load and learning: towards a new model of cognitive load. Educ Psychol Rev. 2014; 26:(2):225-244.
    [Google Scholar]
14. Réa-Neto A. Clinical reasoning--the diagnostic and therapeutic decision process. Rev Assoc Med Bras (1992). 1998 Oct-Dec; 44:(4):301–11.
    [Google Scholar]
15. McBee ERatcliffe TPicho KSchuwirth LArtino AR, Yepes-Rios AM, et al.. Contextual factors and clinical reasoning: Differences in diagnostic and therapeutic reasoning in board certified versus resident physicians. BMC Med Educ. 2017 Dec 15; 17:(1):211.
    [Google Scholar]
16. Harendza SKrenz IKlinge AWendt UJanneck M. Implementierung eines clinical-reasoning-kurses im PJ-tertial innere medizin und dessen wirkung auf studentische fähigkeiten der fallpräsentation und der differentialdiagnostik. GMS J Med Educ. 2017 Mar 24; 34:(5):1–13.
    [Google Scholar]
17. Haring CCools BVan Gurp PVan Der Meer JPostma C. Observable phenomena that reveal medical students’ clinical reasoning ability during expert assessment of their history taking: A qualitative study. BMC Med Educ. 2017 Aug 29; 17:(1):147. doi: 10.1186/s12909-017-1041-x
    [Google Scholar]
18. Silverman J. Information gathering and clinical reasoning. Brown J, Noble LM, Papageorgiou A, Kidd JClinical Communication in Medicine. Chichester, UK: John Wiley & Sons, Ltd; 2015.
    [Google Scholar]
19. Nardone DA. Collecting and Analyzing Data: Doing and Thinking. Clinical Methods: The History, Physical, and Laboratory Examinations. Oxford: Butterworths; 1990.
    [Google Scholar]
20. Ark TK, Brooks LR, Eva KW. Giving learners the best of both worlds: Do clinical teachers need to guard against teaching pattern recognition to novices? Acad Med. 2006; 81:(4):405–9.
    [Google Scholar]
21. Frank JSnell LSherbino J. CanMEDS 2015 Physician Competency Framework. CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada. 2015.
    [Google Scholar]
22. The General Medical Council. Recognising and approving trainers: the implementation plan. London: The General Medical Council. 2012.
    [Google Scholar]
23. Vize R. Why doctors don’t dare go into management. Bmj. 2015; 350:h922.
    [Google Scholar]
24. Emparanza JI, Cabello JB, Burls AJE. Does evidence-based practice improve patient outcomes? An analysis of a natural experiment in a Spanish hospital. J Eval Clin Pract. 2015 Dec; 21:(6):1059–65.
    [Google Scholar]
25. Connor LDean JMcNett MTydings DM, Shrout AGorsuch PF, et al.. Evidence-based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. Worldviews Evid Based Nurs. 2023 Feb 8; 20:(1):6–15.
    [Google Scholar]
26. Shah DSachdev H. Evidence-based medicine. Indian J Orthop. 2007 Jan; 41:(1):4–10.
    [Google Scholar]
27. Rencic J. Twelve tips for teaching expertise in clinical reasoning. Med Teach. 2011; 33:(11):887–92. doi: 10.3109/0142159X.2011.558142
    [Google Scholar]
28. Schmidt HG, Mamede S. How to improve the teaching of clinical reasoning: a narrative review and a proposal. Med Educ. 2015 Oct; 49:(10):961–73. doi: 10.1111/medu.12775
    [Google Scholar]
29. Torre DDurning SJ, Rencic JLang VHolmboe EDaniel M. Widening the lens on teaching and assessing clinical reasoning: from “in the head” to “out in the world.” Diagnosis. 2020 Aug 27; 7:(3):181–90.
    [Google Scholar]
30. Guraya SY. The pedagogy of teaching and assessing clinical reasoning for enhancing the professional competence: a systematic review. Biosci Biotechnol Res Asia. 2016; 13:(3):169.
    [Google Scholar]
31. Arias DSaxena SVerguet S. Quantifying the global burden of mental disorders and their economic value. EClinicalMedicine. 2022 Dec; 54:101675.
    [Google Scholar]
32. GBD 2019 Mental Disorders Collaborators. Global, regional, and national burden of 12 mental disorders in 204 countries and territories, 1990-2019: a systematic analysis for the Global Burden of Disease Study 2019. Lancet Psychiatry. 2022 Feb; 9:(2):137–50.
    [Google Scholar]
33. Bener AAbou-Saleh MDafeeah EBhugra D. The prevalence and burden of psychiatric disorders in primary health care visits in Qatar: too little time? J Family Med Prim Care. 2015; 4:(1):89.
    [Google Scholar]
34. Ministry of Public Health. Mental Healthcare Act 2014. 2014. Bethesda, MA: National Mental Health Strategy.
    [Google Scholar]
35. Albahari D. Learning Clinical Reasoning: The Experience of Postgraduate Psychiatry Trainee Doctors in Qatar. Teach Learn Med. 2023 May 8;1–14.
    [Google Scholar]
36. Vidyarthi AR, Kamei RChan KGoh SH, Lek N. Factors associated with medical student clinical reasoning and evidence based medicine practice. Int J Med Educ. 2015 Nov 8; 6:142.
    [Google Scholar]
37. Cuthbert LTeather DTeather BSharples MDuBoulay G. Expert / Novice differences in Diagnostic Medical Cognition - A Review of the Literature. Computing. 1999; (February):1–33.
    [Google Scholar]
38. Schmidt HG, Norman GR, Boshuizen HPA. A cognitive perspective on medical expertise: Theory and implications. Academic Medicine. 1990; 65:(10):611–21.
    [Google Scholar]
39. Bandura A. Human Agency in Social Cognitive Theory. Am Psychol. 1989 Sep; 44:(9):1175–84.
    [Google Scholar]
40. Torre DDurning SJ. Social cognitive theory: thinking and learning in social settings. Researching Medical Education [Internet]. Chichester, UK: John Wiley & Sons, Ltd; 2015 [cited 2021 Apr 7]. p. 105–16. doi: 10.1002/9781118838983.ch10
    [Google Scholar]
41. Brown JS, Collins ADuguid P. Situated Cognition and the Culture of Learning. Educational Researcher. 1989; 18:(1):32–42.
    [Google Scholar]
42. Wilson AL. The promise of situated cognition. New Dir Adult Continuing Educ. 1993 Apr 7; 1993:(57):71–9. doi: 10.1002/ace.36719935709
    [Google Scholar]
43. SurveyMonkey. SurveyMonkey: The world’s most popular free online survey tool. SurveyMonkey. 2018.
    [Google Scholar]
44. de Jong T. Cognitive load theory, educational research, and instructional design: some food for thought. Instr Sci. 2010 Mar 27; 38:(2):105–34.
    [Google Scholar]
45. Houchens NHarrod MFowler KE, Moody SSaint S. How Exemplary Inpatient Teaching Physicians Foster Clinical Reasoning. Am J Med. 2017 Mar 24; 130:(9):1113.e1–e8. doi: 10.1016/j.amjmed.2017.03.050
    [Google Scholar]
46. Hatala RKeitz SA, Wilson MC, Guyatt G. Beyond journal clubs: Moving toward an integrated evidence-based medicine curriculum. J Gen Intern Med [Internet]. 2006 Aug 24; 21:(5):538–41.
    [Google Scholar]
47. Macdonald H. Are journal clubs an essential tool for postgraduate education? Bmj. 2011 Mar 2; 342:d1082.
    [Google Scholar]
48. Pelaccia TTardif JTriby ECharlin B. An analysis of clinical reasoning through a recent and comprehensive approach: The dual-process theory. Med Educ Online. 2011; 16:(1):5890.
    [Google Scholar]
49. Jia ZZeng XDuan HLu XLi H. A patient-similarity-based model for diagnostic prediction. Int J Med Inform. 2020 Mar 1; 135:104073.
    [Google Scholar]
50. Byrne LGoslar DJames AKhan MLovett KDavid Morris P et al.. Person-centred care: implications for training in psychiatry Person-Centred Training and Curriculum (PCTC) Scoping Group Special Committee on Professional Practice and Ethics Acknowledgements. 2018 Sep.
    [Google Scholar]
51. Leppink J. Cognitive load theory: Practical implications and an important challenge. J Taibah Univ Med Sci. 2017 Oct; 12:(5):385–91.
    [Google Scholar]
52. Szulewski AHowes Dvan Merriënboer JJG, Sweller J. From theory to practice: the application of cognitive load theory to the practice of medicine. Acad Med. 2021 Jan 29; 96:(1):24–30.
    [Google Scholar]
53. Vyas DOttis EJ, Caligiuri FJ. Teaching clinical reasoning and problem-solving skills using human patient simulation. Am J Pharm Educ. 2011 Nov 10; 75:(9):189.
    [Google Scholar]
54. Mutter MK, Martindale JR, Shah NGusic ME, Wolf SJ. Case-based teaching: does the addition of high-fidelity simulation make a difference in medical students’ clinical reasoning skills? Med Sci Educ. 2020 Mar 10; 30:(1):307–13. doi: 10.1007/s40670-019-00904-0
    [Google Scholar]
55. Watari TTokuda YOwada MOnigata K. The utility of virtual patient simulations for clinical reasoning education. Int J Environ Res Public Health. 2020; 17:(15):5325. doi: 10.3390/ijerph17155325
    [Google Scholar]