HYMS hosted the national conference, Clinical Reasoning in Medical Education: a one day conference for teachers and learners on Wednesday 2 December 2015 at the National Science Learning Centre on behalf of the newly formed Clinical Reasoning in Medical Education Group (Crème).
Dr Anna Hammond, Director of Communication Skills studies and Dr Janine Henderson, Director, MB BS are founder members of this national special interest group originally founded in conjunction with colleagues from the medical schools of Keele and Cambridge. The CReME group has members from 19 Medical Schools. The conference welcomed 75 delegates, including colleagues from 25 UK medical schools.
The conference was sponsored by the Association for the Study of Medical Education (ASME) and approved by the Federation of the Royal Colleges of Physicians (UK) for CPD. Speakers and workshop facilitators were members of CReME engaged in research and teaching clinical reasoning in their institutions.
The conference covered many aspects of teaching and learning clinical reasoning in medical undergraduate curricula. These included why clinical reasoning is important, what’s happening nationally, the evidence base for best practice in teaching and practical approaches to teaching and learning clinical reasoning, both for students and clinical tutors. Drs Hammond and Henderson ran a simulation of their approach to teaching clinical reasoning, working with four HYMS undergraduates: fourth year students George Beattie and Nabeel Illahi and fifth years, Joe Bjorndal and Laila Jabr. Our students were excellent ambassadors for the course and delegates commented not only about their skilled and professional participation in the workshop but also about how much value it added to the conference to be able to discuss this area of teaching with the students and to benefit from their experience.
Feedback from delegates reflected huge enthusiasm for this area of curriculum development and delivery and generated many great ideas for future events and conferences. Comments specifically on what had been useful included:
“The students and simulation workshop was really useful; great to see a good culture of learning with the students” “Excellent example of teaching clinical reasoning”
“The opportunity to have discussions with peers and experts about how to transfer the theories into practice for tutors and students…this was excellent and thoroughly well facilitated”