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Key papers

Here you can find some key papers in the clinical reasoning literature.

Laptop

Tehrani ASS, Lee H, Mathews SC et al. (2013). 25-Year summary of US malpractice claims for diagnostic errors 1986-2010: an analysis from the National Practitioner Data Bank. BMJ Qual Saf; 22(8): 672–80.

Graber ML, Franklin N, Gordon R. (2005). Diagnostic error in internal medicine. Arch Intern Med;165(13): 1493–9.

Balogh EP, Miller BT, Ball JR, [editors]. Committee on Diagnostic Error in Health Care, Institute of Medicine, The National Academies of Sciences, Engineering, and Medicine. Improving Diagnosis in Health Care. Washington (DC): National Academies Press (US); 2015.

Croskerry P. (2009). A universal model of diagnostic reasoning. Academic Medicine; 84(8): 1022–1028.

Diagnostic error

Rencic J, Trowbridge RL, Fagan M et al. (2017). Clinical reasoning education at US medical schools: results from a national survey of internal medicine clerkship directors. Journal of General Internal Medicine; 32(11); 1242–1246.

Eva K. (2004). What every teacher needs to know about clinical reasoning. Med Educ; 39: 98–106.

Schmidt HG and Mamede S. (2015). How to improve the teaching of clinical reasoning: a narrative review and a proposal. Med Educ; 49(10: 961–973.

Cook DA, Sherbino J and Durning SJ. (2018). Management reasoning: beyong the diagnosis. JAMA; 319(22): 2267–2268.

Holmboe ES. (2004). Faculty and the observation of trainees' clinical skills: problems and opportunities. Acad Med; 79: 16–22.

Lubarsky S, Dory V, Audetat M et al. (2015). Using script theory to cultivate illness script formation and clinical reasoning in health professions education. Canadian Medical Education Journal; 6: e61–e70.

Mamede S, van Gog T, Moura AS et al. Reflection as a strategy to foster medical students' acquisition of diagnostic competence. Med Educ; 46(5): 464–472.

Torre D, Chamberland M, Mamede S. (2022). Implementation of three knowledge-oriented instructional strategies to teach clinical reasoning: Self-explanation, a concept mapping exercise, and deliberate reflection: AMEE Guide No. 150. Medical Teacher; 45(7): 676–684.

Daniel M, Rencic J, Durning SJ et al. (2019). Clinical reasoning assessment methods: a scoping review and practical guidance. Academic Medicine; 94(6): 902–912.

Cooper N, Bartlett M, Gay S et al. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher; 43(2): 152–159.

Singh M, Collins L, Farrington R et al. (2022). From principles to practice: embedding clinical reasoning as a longitudinal curriculum theme in a medical school programme. Diagnosis; 9(2): 184–194.

Teaching clinical reasoning

Rencic J, Trowbridge RL, Fagan M et al. (2017). Clinical reasoning education at US medical schools: results from a national survey of internal medicine clerkship directors. Journal of General Internal Medicine; 32(11); 1242–1246.

Eva K. (2004). What every teacher needs to know about clinical reasoning. Med Educ; 39: 98–106.

Schmidt HG and Mamede S. (2015). How to improve the teaching of clinical reasoning: a narrative review and a proposal. Med Educ; 49(10: 961–973.

Cook DA, Sherbino J and Durning SJ. (2018). Management reasoning: beyong the diagnosis. JAMA; 319(22): 2267–2268.

Holmboe ES. (2004). Faculty and the observation of trainees' clinical skills: problems and opportunities. Acad Med; 79: 16–22.

Lubarsky S, Dory V, Audetat M et al. (2015). Using script theory to cultivate illness script formation and clinical reasoning in health professions education. Canadian Medical Education Journal; 6: e61–e70.

Mamede S, van Gog T, Moura AS et al. Reflection as a strategy to foster medical students' acquisition of diagnostic competence. Med Educ; 46(5): 464–472.

Torre D, Chamberland M, Mamede S. (2022). Implementation of three knowledge-oriented instructional strategies to teach clinical reasoning: Self-explanation, a concept mapping exercise, and deliberate reflection: AMEE Guide No. 150. Medical Teacher; 45(7): 676–684.

Daniel M, Rencic J, Durning SJ et al. (2019). Clinical reasoning assessment methods: a scoping review and practical guidance. Academic Medicine; 94(6): 902–912.

Cooper N, Bartlett M, Gay S et al. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher; 43(2): 152–159.

Singh M, Collins L, Farrington R et al. (2022). From principles to practice: embedding clinical reasoning as a longitudinal curriculum theme in a medical school programme. Diagnosis; 9(2): 184–194.

Teaching clinical reasoning

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