Teaching clinical thinking to first-year medical students

Abstract

Background: The ability to think clearly and critically is necessary to normal human conduct. Particular forms of reasoning characteristic of practitioners of medicine have been studied, but a principled pedagogical framework that also reflects clinical practice has not been delineated.

Aims: The goals are: identify the principles that underlie the clinical thinking of physicians, develop a pedagogical framework, and design and implement curricular modules for medical students in the first year of their studies.

Methods: The authors reviewed prior work on clinical thinking of physicians and medical students as well as reflective pieces by seasoned clinicians. They also examined modalities of logic and inference used by physicians and others. The designed modules were implemented at the Faculty of Medicine at McGill University and linked to training in attentive listening and clinical observation.

Results: Five core features of a pedagogic framework on clinical thinking were developed and used to design and implement a series of teaching modules for first-year medical students.

Conclusions: The core features, and the modules based upon them, can serve for further empirical work on clinical reasoning and lead to modules for advanced students as they progress in their acquisition of expertize.

Additional information

Notes on contributors

Abraham Fuks

ABRAHAM FUKS erstwhile Dean of the Faculty of Medicine, McGill University, has a research interest in the use of language in medicine and is currently involved in numerous projects that include the intersection of clinical hermeneutics and narratology.

Joseph Donald Boudreau

JOSEPH DONALD BOUDREAU is a core member of the McGill Center for Medical Education and is currently involved in undergraduate medical curriculum development; this represents his main research interest. His clinical work is in the field of respiratory medicine.

Eric J. Cassell

ERIC J CASSELL is Professor Emeritus at Cornell University and is an Adjunct Professor in the Department of Medicine, McGill University. The focus of his scholarly activity is on the topic of suffering and healing in medicine. He is retired from clinical practice.