Development of clinical reasoning from the basic sciences to the clerkships: a longitudinal assessment of medical students' needs and self‐perception after a transitional learning unit

Background  To facilitate students' transition from basic, science‐oriented, problem‐based learning (PBL) to clinical reasoning‐oriented PBL, the University of Geneva School of Medicine introduced a 12‐week unit of Introduction to Clinical Reasoning (ICR) at the beginning of its fourth or clerkship year.

[1]  Henk G. Schmidt,et al.  On the Role of Biomedical Knowledge in Clinical Reasoning by Experts, Intermediates and Novices , 1992, Cogn. Sci..

[2]  G. Bordage,et al.  Semantic structures and diagnostic thinking of experts and novices. , 1991, Academic medicine : journal of the Association of American Medical Colleges.

[3]  Albert J. J. A. Scherpbier,et al.  Advances in Medical Education , 1997 .

[4]  H. Schmidt,et al.  The psychological basis of problem‐based learning: a review of the evidence , 1992, Academic medicine : journal of the Association of American Medical Colleges.

[5]  H. Schmidt,et al.  Problem effectiveness in a course using problem‐based learning , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[6]  J. Vassalli,et al.  The Redesigned Undergraduate Medical Curriculum at the University of Geneva , 1997 .

[7]  V R Neufeld,et al.  The clinical reasoning of randomly selected physicians in general medical practice. , 1982, Clinical and investigative medicine. Medecine clinique et experimentale.

[8]  A. Elstein.  What goes around comes around: Return of the hypothetico‐deductive strategy , 1994 .

[9]  A. Scherpbier,et al.  A Qualitative Analysis of the Transition from Theory to Practice in Undergraduate Training in a PBL-Medical School , 2000, Advances in health sciences education : theory and practice.

[10]  G Bordage,et al.  The importance of early problem representation during case presentations. , 1998, Academic medicine : journal of the Association of American Medical Colleges.

[11]  G Bordage,et al.  Why did I miss the diagnosis? Some cognitive explanations and educational implications. , 1999, Academic medicine : journal of the Association of American Medical Colleges.

[12]  H. Schmidt.  Problem‐based learning: rationale and description , 1983, Medical education.

[13]  H. Schmidt,et al.  A Cognitive Perspective on Medical Expertise: Theory and Implications , 1990 .

[14]  G R Norman,et al.  Issues in cognitive psychology: implications for professional education , 1996, Academic medicine : journal of the Association of American Medical Colleges.

[15]  G. Bordage,et al.  Promoting diagnostic problem representation , 2002, Medical education.

[16]  G Bordage,et al.  The structure of medical knowledge in the memories of medical students and general practitioners: categories and prototypes , 1984, Medical education.

[17]  G Bordage,et al.  Elaborated knowledge: a key to successful diagnostic thinking , 1994, Academic medicine : journal of the Association of American Medical Colleges.

[18]  H. Schmidt,et al.  On acquiring expertise in medicine , 1993 .