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Education strategies to foster health professional students' clinical reasoning skills
Author(s) -
Rochmawati Erna,
Wiechula Rick
Publication year - 2010
Publication title -
nursing and health sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.563
H-Index - 47
eISSN - 1442-2018
pISSN - 1441-0745
DOI - 10.1111/j.1442-2018.2009.00512.x
Subject(s) - psychological intervention , curriculum , medical education , health professionals , psychology , medicine , pedagogy , nursing , health care , economics , economic growth
Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem‐based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost‐effectiveness of implementing education strategies.