Clinical reasoning is a complex set of abilities healthcare students have to learn during their studies and continue to further develop in the workplace. Clinical reasoning encompasses the application of knowledge to collect and integrate information from various sources to arrive at a diagnosis and management plan for patients in a shared decision-making process. Due to its multifactorial nature and unconscious components it is both, difficult to learn and teach. A lack of clinical reasoning abilities is a primary cause of cognitive errors in patient care and threats to patient safety including unnecessary pain, treatments, or procedures for patients and increasing the costs of healthcare. In the European Union the number of errors and adverse events in healthcare is estimated at 8-12% of hospitalizations (WHO).
Despite the importance of clinical reasoning for the workplace of healthcare professionals and patient safety there is still a lack of structured and explicit teaching, learning, and assessment of clinical reasoning in healthcare education. Such a training can help to improve patient safety and reduce costs – two priorities of the EU Health policy.
Therefore, the aim of this project is to fill this gap and conceptualize, develop, evaluate, and disseminate a clinical reasoning curriculum in healthcare education for students and a train-the-trainer course for educators on how to teach clinical reasoning.

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Erasmus+ Project Card

Events & Meetings

Virtual AMEE conference 2020

The AMEE 2020 was held as a virtual conference from Sep 7-9 2020. Dr. Kononowicz from the DID-ACT team presented the barriers to implement a clinical reasoning curriculum identified in our needs analysis. More information

DID-ACT kick-off

On January 13th and 14th 2020 the DID-ACT kick-off meeting took place at the medical school of the University of Augsburg, Germany. This event included an interprofessional workshop with 25 participants from the faculty and hospital to discuss the different understandings of clinical reasoning in the healthcare professions and potential needs and barriers for teaching.
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Publications & Resources

  • The general needs analysis, which was the basis for this project has been published in Medical Teacher
  • More than 60 open access virtual patients in English and German have been created as part of a previous Marie-Curie Global Fellowship. The courses are freely available at https://crt.casus.net (Login with EduGain account). Part of the virtual patients have been adapted to the current Covid-19 situation.
  • A series on short video clips about clinical reasoning and diagnostic errors is available as aplaylist on YouTube

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Please contact us at info@did-act.eu if you have any questions or comments concerning the project.

Project coordinator: Inga Hege
Medical Education Sciences, University of Augsburg, Universitätsstr. 2, 86159 Augsburg, Germany

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