PDF-(EBOOK)-Learning Clinical Reasoning

Learning Clinical Reasoning uses a casebased approach to teach students the basics of clinical reasoning The first section explains the chief components of the clinical reasoning process such as generating and refining diagnostic hypotheses using and interpreting diagnostic tests assembling a working diagnosis therapeutic decisionmaking and examining and applying evidence and also includes a discussion of cognitive errors The second section contains 69 cases in which clinicians think out loud about diagnostic and therapeutic dilemmas and the authors critique these clinicians reasoning This edition has thirty new cases from the New England Journal of Medicine and other sources and expanded discussions of evidencebased medicine clinical practice guidelines and cognitive errors. Questions……. The . initial question is why ‘clickers’?. What was the educational dilemma?. How did I think clickers were going to change the students perception of what I was teaching?. What do the students think about the use of clickers and questions in the classroom. Patricia A. Alexander. Forward a claim about the association between relational reasoning with metacognition theory and research. Consider the nature of percepts and concepts in human learning and performance. Teaching Clinical Reasoning In The Apprenticeship Model . Nothing. My Thanks. Dennis Baker. Greg Turner. Lynn Romrell. Goals. Stimulate discussion of clinical reasoning in the context of curriculum redesign. Reasoning . in the Era of Competency-based Medical . Education, Milestones and Entrustment . Preventing Diagnostic . Error. “. We’re pretty sure it’s the. . West Nile virus.”. Clinical Reasoning: A Primer. The Role of Experience in Clinical Expertise. . . Geoff Norman, Ph.D.. McMaster University . . The Conundrum. It takes about 10 years/ 10,000 hours of deliberate practice to make an expert. Carla Dahlin Staff Development, Secondary Proficiency Medford Professional Development . Adapted from Classroom Assessment . for. Student Learning . Doing It Right – Using It Well. Pearson Assessment Training Institute. The Role of Experience in Clinical Expertise. . . Geoff Norman, Ph.D.. McMaster University . . The Conundrum. It takes about 10 years/ 10,000 hours of deliberate practice to make an expert. Presented by Dr. John Willems. Sponsored . by the Committee for the Assessment of Student . Learning (CASL). How does EIU measure up?. CLA+ RESULTS – Quantitative Reasoning: In AY 2018, CASL administered the CLA+ exam to 84 freshmen and 89 senior students. The mean score in quantitative reasoning for EIU freshmen was 67 points lower than the National Average for freshmen while the mean scores for EIU seniors was 27 points lower than the National Average for seniors Although there is a much larger gain of 87 made by EIU seniors than the National Average gain of 47, EIU seniors still graduate with significantly less skill in this area than the national average. . http://www.medu.org Casebased Online Radiology Education Each case consists of multiple pages or “cards” (on average 23) containing information important to the diagnosis and management of t Workbook for Reasoning Skills: Exercises for Functional Reasoning and Reading Comprehension is packed with exercises that emphasize real-world situations, problem solving, reasoning, and comprehension. Interesting and up-to-date exercises test cognitive flexibility and tap critical and creative thinking. Written for adolescents and adults with mild to moderate impairments, the exercises are easily adaptable for many populations and uses. The second edition of Workbook for Reasoning Skills, which now has a new subtitle, features many changes and improvements that will please those who regularly use Susan Howell Brubaker\'s series of workbooks and sourcebooks.This new edition retains the familiar yellow cover of the original and comes in a convenient ring binder that allows for each workbook page to be used separately. Workbook pages feature improved layouts with larger, easier-to-read type and are printed with reinforcing plastic around the ring holes to prevent them from easily tearing. Approximately 200 new questions have been added and nearly 1,500 changes have been made to additional items from the first edition. A new user\'s guide and suggested answer key are also provided along with completed examples for each exercise and tabbed dividers to help locate exercises quickly.Target Areas: drawing conclusions, problem solving, following directions, visual/logical sequencing, humor, numbers/symbols Learning Clinical Reasoning uses a case-based approach to teach students the basics of clinical reasoning. The first section explains the chief components of the clinical reasoning process, such as generating and refining diagnostic hypotheses, using and interpreting diagnostic tests, assembling a working diagnosis, therapeutic decision-making, and examining and applying evidence, and also includes a discussion of cognitive errors. The second section contains 69 cases in which clinicians think out loud about diagnostic and therapeutic dilemmas, and the authors critique these clinicians\' reasoning. This edition has thirty new cases from the New England Journal of Medicine and other sources and expanded discussions of evidence-based medicine, clinical practice guidelines, and cognitive errors. Schell & Schell’s Clinical and Professional Reasoning in Occupational Therapy, 2nd Edition offers up-to-date, easy-to-understand coverage of the theories and insights gained from years of studying how occupational therapy practitioners reason in practice. Written by an expanded team of international educators, researchers and practitioners, the book is the only work that goes beyond simply directing how therapists should think to exploring whyand how they actually think the way they do when working with clients. The 2nd Edition offers a wide array of new chapters and a new, more focused four-part organization that helps Occupational Therapy students develop the skills they need to identify and solve challenges throughout their careers.Reorganized text to focuses on theories and examples of professional reasoning in practice. New chapters in Unit I include a detailed description of Schell’s Ecological Model of Professional Reasoning and a new chapter on Embodiment.Unit II includes a new chapter on Aspects of Reasoning and an expanded chapter on Interactive Reasoning.A brand new Unit III on Professional Reasoning in Context shares actual cases and outlines the nuances of reasoning in different practice settings ranging from the NICU to community mental health. Unit IV includes new and updated chapters on teaching in higher education and fieldwork, a new chapter on professional reasoning in management, and a revised chapter on considerations in research and scholarship in professional reasoning.Thinking About Thinkingboxes are threaded throughoutLearning activities in each chapter that ask readers to use different kinds of reasoning to manage various occupational therapy scenarios.Case Examples demonstrate how effective reasoning is applied in handling a range of clinical and professional issues. Accurate diagnosis is the foundation of medical practice, but at the start of the diagnostic process, uncertainty is inevitable. The clinician\'s skills and cognitive attributes determine the quality of the initial differential diagnosis and thus the crucial first phases of investigation andtreatment mistakes are often self-propagating. Diagnostic error is a major cause of avoidable morbidity and mortality, and is the commonest reason for successful litigation.Risk and Reasoning in Clinical Diagnosis is an accessible and readable look at the diagnostic process. Dr. Cym Ryle presents the insights and concepts developed in cognitive psychology which have led to the consensus that in all domains human reasoning is primarily driven by unconscious, intuitivemechanisms the contribution of structured, analytical thinking is variable and inconsistent. He notes that the risk of error is inseparable from these mechanisms.Dr. Ryle then develops a description of the diagnostic process which encompasses its form, strengths and fallibility, and illustrates this description with examples from his work as a general practitioner. He argues that improving diagnostic accuracy should be a priority, and that there issufficient evidence to guide changes in medical training, in clinical practice, and in the culture and organisation of our institutions. He identifies specific, practical steps that can be taken by individual clinicians and by clinical teams, suggests priorities for action in our institutions, andconsiders the obstacles to progress. Jie. Tang. Computer Science. Tsinghua University. The slides can . be downloaded at . http://keg.cs.tsinghua.edu.cn/jietang. Knowledge Graph. “Knowledge graph” was used by Google in 2012.