Education strategies to foster health professional students' clinical reasoning skills

Authors

  • Erna Rochmawati mnsc,

    1. Discipline of Nursing, School of Population Health and Clinical Practice, University of Adelaide, South Australia, Australia
    Search for more papers by this author
  • Rick Wiechula rn, ba, orthocert, bn, mnsc, dnurs

    1. Discipline of Nursing, School of Population Health and Clinical Practice, University of Adelaide, South Australia, Australia
    Search for more papers by this author

Erna Rochmawati, Kampus Terpadu UMY, Gedung FK, Lt 4Jl. Lingkar Barat, Tamantirto, Kasihan Bantul, Yogyakarta 55183, Indonesia. Email: erna.rochmawati@student.adelaide.edu.au

Abstract

Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem-based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost-effectiveness of implementing education strategies.

Ancillary