The development of clinical reasoning expertise

H.P.A. Boshuizen, Henk Schmidt

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

Abstract

The main objective of medical schools is to turn relative novices into knowledgeable and skilled professionals who are able to solve clinical problems and are aware of the reach of their knowledge and skills and what goes beyond their capacities. In this chapter we seek to answer the question of whether clinical reasoning can be taught to medical students. We start by describing the development from novice in medicine to expert, providing a theoretical cognitive psychological framework. Several approaches to clinical reasoning skills training are then described, and the implications of this theory are considered for the way medical education can improve students’ clinical reasoning.
Original languageEnglish
Title of host publicationClinical reasoning in the health professions
EditorsJoy Higgs, Gail Jensen, Stephen Loftus, Nicole Christensen
Place of PublicationEdinburg UK
PublisherElsevier
Chapter5
Pages57-65
Number of pages9
Edition4th
ISBN (Electronic)9780702065422, 9780702065231
ISBN (Print)9780702062247
Publication statusPublished - 16 Oct 2018

Keywords

  • expertise
  • expertise development
  • clinical reasoning
  • knowledge encapsulation
  • illness scripts
  • reflection on errors
  • teaching with cases

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  • Cite this

    Boshuizen, H. P. A., & Schmidt, H. (2018). The development of clinical reasoning expertise. In J. Higgs, G. Jensen, S. Loftus, & N. Christensen (Eds.), Clinical reasoning in the health professions (4th ed., pp. 57-65). Elsevier.