Twelve tips for teaching expertise in clinical reasoning

References

• Archer JC. State of the science in health professional education: Effective feedback. Med Educ 2010; 44: 101–108
   PubMed Web of Science ®Google Scholar
• Bordage G. Prototypes and semantic qualifiers: From past to present. Med Educ 2007; 41: 1117–1121
   PubMed Web of Science ®Google Scholar
• Bowen J. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med 2006; 355(21)2217–2225
   PubMed Web of Science ®Google Scholar
• Centre for Evidence Based Medicine. EBM tools: Likelihood ratios. http://www.cebm.net/index.aspx?o=1043. Accessed 20 December 2010
   Google Scholar
• Custers E, Boshuizen HPA, Schmidt HG. The role of illness scripts in the development of medical diagnostic expertise: Results from an interview study. Cognit Instruct 1998; 16: 367–398
   Web of Science ®Google Scholar
• Custers E, Boshuizen HPA, Schmidt HG. The influence of medical expertise, case typicality, and illness script component on case processing and disease probability estimates. Mem Cognit 1996; 24: 384–399
   PubMed Web of Science ®Google Scholar
• Deeks JJ, Altman DG. Diagnostic tests 4: Likelihood ratios. BMJ 2004; 329: 168–169
   PubMed Web of Science ®Google Scholar
• Ende JA. Feedback in clinical medical education. JAMA 1983; 250: 777–781
   PubMed Web of Science ®Google Scholar
• Ericsson KA. An expert-performance perspective of research on medical expertise: The study of clinical performance. Med Educ 2007; 41: 1124–1130
   PubMed Web of Science ®Google Scholar
• Eva KW. What every teacher needs to know about clinical reasoning. Med Educ 2007; 39: 98–106
   Web of Science ®Google Scholar
• Eva KW. Diagnostic error in medical education: Where wrongs can make rights. Adv Health Sci Educ Supp 2009; 14(Supp1)S71–S81
   PubMedGoogle Scholar
• Eva KW, Hatala RM, Leblanc VR, Brooks LR. Teaching from the clinical reasoning literature: Combined reasoning strategies help novice diagnosticians overcome misleading information. Med Educ 2007; 41: 1152–1158
   PubMed Web of Science ®Google Scholar
• Eva KW, Regehr G. I'll never play professional football and other fallacies of self-assessment. J Contin Educ Health Prof 2008; 28: 14–9
   PubMed Web of Science ®Google Scholar
• Ferenchick G, Simpson D, Blackman J, DaRosa D, Dunnington G. Strategies for efficient and effective teaching in the ambulatory care setting. Acad Med 1997; 72: 277–80
   PubMed Web of Science ®Google Scholar
• Gawande A. The checklist manifesto: how to get things right. Henry Holt and Company, New York 2009
   Google Scholar
• Hatala RM, Norman GR, Brooks LR. Impact of a clinical scenario on accuracy of electrocardiogram interpretation. J Gen Intern Med 1999; 14: 126–129
   PubMed Web of Science ®Google Scholar
• Kassirer JP. Teaching clinical reasoning: Case-based and coached. Acad Med 2010; 85: 1118–1124
   PubMed Web of Science ®Google Scholar
• Kassirer JP, Wong JB, Kopelman R. Learning clinical reasoning. William & Wilkins, Baltimore 2009
   Google Scholar
• Kluger AN, Van Dijk D. Feedback, the various tasks of the doctor and the feedforward alternative. Med Educ 2010; 44: 1166–1174
   PubMed Web of Science ®Google Scholar
• Mamede S, Schmidt HG, Riker R. Diagnostic errors and reflective practice in medicine. J Eval Clin Pract 2007; 13: 138–145
   PubMed Web of Science ®Google Scholar
• McGaghie KS, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003-2009. Med Educ 2010; 44: 50–63
   PubMed Web of Science ®Google Scholar
• Moulton CE, Regehr GE, Mylopoulos M, MacRae HM. Slowing down when you should: A new model of expert judgment. Acad Med 2007; 82(Suppl)S109–S116
   PubMedGoogle Scholar
• Norman GR, Brooks LR, Regehr G, Marriott M, Shali V. Impact of feature identification on medical student diagnostic performance. Acad Med 1996; 71(Suppl)S108–S109
   PubMedGoogle Scholar
• Norman GR, Eva KW. Diagnostic error and clinical reasoning. Med Educ 2009; 44: 94–100
   Web of Science ®Google Scholar
• Norman GR, Leblanc V, Brooks LR. On the difficulty of noticing obvious features in patient appearance. Psychol Sci 2000; 11: 112–117
   PubMed Web of Science ®Google Scholar
• Proctor RW, Vu KL. Laboratory studies of training, skill acquisition, and retention of performance. The Cambridge handbook of expertise and expert performance, K Ericsson, N Charness, P Feltovich, R Hoffman. Cambridge University Press, New York 2006
   Google Scholar
• Richardson WS, Polashenski WA, Robbins BW. Could our pretest probabilities become evidence based? A prospective survey of hospital practice. J Gen Intern Med 2003; 18: 203–208
   PubMed Web of Science ®Google Scholar
• Schmidt HG, Rikers RM. How expertise develops in medicine: Knowledge encapsulation and illness script formation. Med Educ 2007; 12: 1133–1139
   Google Scholar
• Van Schaik P, Flynn D, van Wersch A, Douglass A, Cann P. Influence of illness script components and medical practice on medical decision making. J Exp Psychol Appl 2005; 11: 187–199
   PubMed Web of Science ®Google Scholar
• Weise J. Teaching to improve performance: the clinical coach. Teaching in the hospital, J Weise. American College of Physicians, Philadelphia 2010
   Google Scholar
• Williams PA, A six-item mnemonic to reduce cognitive errors during medical diagnosis. Poster session presented at: Diagnostic error in medicine. 3rd International conference of the Society for Medical Decision Making, 2010 October 25–27. Toronto, Canada
   Google Scholar
• Wigton RS. Use of linear models to analyse physicians’ decisions. Med Decis Making 1988; 8: 241–252
   PubMed Web of Science ®Google Scholar
• Wolpaw T, Papp KK, Bordage G. Using SNAPPS to facilitate the expression of clinical reasoning and uncertainties: A randomized comparison group trial. Acad Med 2009; 84: 517–524
   PubMed Web of Science ®Google Scholar
• Woods NN. Science is fundamental: The role of biomedical knowledge in clinical reasoning. Med Educ 2007; 41: 1173–1177
   PubMed Web of Science ®Google Scholar
• Woods NN, Brooks LR, Norman GR. The role of biomedical knowledge in diagnosis of difficult clinical cases. Adv Health Sci Educ 2007; 12: 417–426
   PubMed Web of Science ®Google Scholar