ArticleAdvances in medical education and practice2024
Enhancing Clinical Reasoning Education: Implementing Case Conferences with Semantic Qualifiers and the Dual-Process Theory.
Article in Advances in medical education and practice, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Impact of a tripartite framework on perioperative clinical reasoning in junior anaesthesiology residents in China: a longitudinal quasi-experimental study.BMC medical education · 2026Article
- Effectiveness of Case-Based Narrative Medicine Education in the Standardized Training of Obstetric Residents.Advances in medical education and practice · 2025Article
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6 authors.
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Abstract
Clinical reasoning skills are crucial for physicians. In clinical reasoning conferences using real cases, medical students, residents, and senior residents can follow experts' clinical reasoning processes. However, supervisors may struggle to clearly articulate their clinical reasoning process. It is necessary to demonstrate this process concretely and systematically for educational purposes. This study introduces the method of clinical reasoning case conferences using semantic qualifiers and the dual-process theory designed for outpatient cases to improve clinical reasoning education methods for beginners. In these conferences, participants assume the roles of a moderator, learner, presenter, and commentator. The presenter sets the first semantic qualifier from the chief complaint and pre-examination information, presents the present illness history, and then sets the second semantic qualifier. After the learners propose a snap diagnosis, the presenter provides additional information, and the learners develop a comprehensive differential diagnosis. Finally, the presenter shares the examination results, and the group discusses the results, determines the final diagnosis, and decides the future diagnostic strategy. This method helps expert physicians articulate their clinical reasoning process, aiding in the education of learners at all levels and enhancing supervisors' metacognition of their medical practice.
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