A programme of work clinical reasoning curricula in undergraduate medical education

Effective clinical reasoning is required for safe patient care. Students and postgraduate trainees largely learn the knowledge, skills and behaviours required for effective clinical reasoning implicitly, through experience and apprenticeship. There is a growing consensus that medical schools should teach clinical reasoning in a way that is explicitly integrated into courses throughout each year, adopting a systematic approach consistent with current evidence. However, the clinical reasoning literature is ‘fragmented’ and can be difficult for medical educators to access.

We are embedding our clinical reasoning research into our teaching throughout the MBBS.

We also designed, developed and teach a very popular unique and specialised ‘teaching clinical reasoning’ module on the HPE programme.

Cooper, N., Bartlett, M., Gay, S., Hammond, A., Lillicrap, M., Matthan, J., ... & UK Clinical Reasoning in Medical Education (CReME) consensus statement group. (2021). Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher, 43(2), 152-159.

Hammond, A., & Gay, S. (2022). Shared Decision-making. ABC of Clinical Reasoning, 29.

Buckley, S., Ambrose, L., Anderson, E., Coleman, J. J., Hensman, M., Hirsch, C., ... & Stewart, J. (2016). Tools for structured team communication in pre-registration health professions education: a Best Evidence Medical Education (BEME) review: BEME Guide No. 41. Medical teacher, 38(10), 966-980.

Ambrose, P. A. (2019). Reader response: Clinical Reasoning: A 56-year-old woman with acute vertigo and diplopia. Neurology, 92(5), 248-248.

Ambrose, L. (2020). Remote consulting: recognising the cognitive load. The British Journal of General Practice, 70(695), 295.