Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2022 , Vol. 42 >Issue 1: 85 - 88

DOI: https://doi.org/10.3760/cma.j.cn115259-20210618-00767

Characterization and revelation on clinical diagnostic reasoning workshop in University of Alberta

  • Zuo Tianming ,
  • Zheng Bin ,
  • Ding Ning
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  • 1Research Institute for Educational Technology, Institute for International Health Professions Education and Research, China Medical University, Shenyang 110011, China;
    2Surgical Simulation Research Lab, Faculty of Medicine and Dentistry, University of Alberta, Edmonton T6G 2V2, Canada

Received date: 2021-06-18

  Online published: 2021-12-31

Supported by

The Second Batch of Medical Education Scientific Research Projects in the “The 13th 5-year Plan” from China Medical University (YDJK2018007)

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Abstract

Clinical reasoning is one of the core competencies for all clinicians. It has been a central topic of medical education and studied by many health institutes around the world. The University of Alberta is one of the leading institutes in teaching clinical diagnosis reasoning. This article introduces three themes of training for clinical diagnosis reasoning using in the University of Alberta. The three themes include the fundamental theories, effective questioning techniques to foster clinical diagnosis reasoning, and tools that are available for assessing clinical diagnosis reasoning. The experience from University of Alberta may help medical educators in China to build an effective faculty development program and strengthen the training of clinical diagnosis reasoning for medical students in China.

Key words： Clinical diagnosis reasoning; Faculty development; Education theory; Teaching and assessment

Cite this article

Zuo Tianming , Zheng Bin , Ding Ning . Characterization and revelation on clinical diagnostic reasoning workshop in University of Alberta[J]. Chinese Journal of Medical Education, 2022 , 42(1) : 85 -88 . DOI: 10.3760/cma.j.cn115259-20210618-00767

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