4th Studium Generale International-Faculty of Medicine UI: “The Importance of Developing Clinical Reasoning Skills for Undergraduate and Postgraduate Medical Students”
dr. Bambang Tridjaja, SpA(K), MMPaed, Head of Pediatrician Education Program, Faculty of Medicine, University of Indonesia
Ardi Findyartini, MD, PhD, Head of Medical Education Unit, University of Indonesia
Prof. Geoffrey John McColl, Deputy Dean Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne
Timor Leste (Dili DLC)
Nepal Research and Education Network (Nepal)
Kathmandu Model Hospital (Nepal)
Institute of Medicine (Nepal)
Kathmandu University (Dhulikhel Hospital)(Nepal)
The 4th studium generale international was held by Faculty of Medicine, Universitas Indonesia via video conference at Jakarta Distance Learning Center (JDLC) UI on November 21, 2014 from 01:00-03:00 am.
The session discussed about “The Importance of Developing Clinical Reasoning Skills for Undergraduate and Postgraduate Medical Students”. This two hours interactive session consists of presentations from two speakers and Q&A
Discussion focused on undergraduate and postgraduate medical curriculum point of view and based on the current evidence, importance of the role of medical teachers in ‘diagnosing’ not only the patients but also the students and residents, and also about examples and illustrations different level of clinical reasoning and practice of appropriate strategies.
Medical doctors will always face uncertainties in their clinical encounters. The capability to develop clinical decisions based on best available knowledge and evidence is then required. The best clinical decisions will always be unique for each case given different characteristics of patients, course of diseases, health settings, and the doctor itself. In order to be able to develop best clinical decisions, medical doctors need to elaborate their knowledge, clinical experience and thinking process. The whole integrated thinking process using the medical doctors’ knowledge and clinical experience is called clinical reasoning skills.
Despite the need of this complex skills, the development during undergraduate and postgraduate medical training is challenging. Its complexity requires careful building blocks of contextual biomedical and clinical knowledge and ability to apply the relevant knowledge in diagnosing and managing clinical cases. The development of clinical reasoning skills of undergraduate and postgraduate medical students through their professional career is a long winding road. The ability to apply appropriate strategies to certain cases and the flexibility to select either deliberate conscious or fast–‐unconscious strategies are crucial. Earlier stage of training should address the contextual knowledge to lay basics of clinical reasoning process, whereas further stages require opportunities for students and residents to experience the real clinical case management.
The role of medical teachers in developing clinical reasoning skills is critical. Most of the time the teachers are not necessarily aware of their role in developing students’ and residents’ clinical reasoning skills. Discussions of basic knowledge cannot be separated from the aim of explaining clinical phenomena and vice versa. Also, each occasion which allows students or residents to diagnose or decide on treatment of patients is best used by medical teachers, especially clinical teachers, to explore their clinical reasoning development and provide constructive feedback.
Once the presentation is complete, the session continued with question and answer to both speaker, so it could help participants to know more about materials.