Project Half Time – Our Clinical Reasoning Curriculum Development

Time has flown by quickly and the DID-ACT project, which began in January 2020. The project’s kick off began with the analysis of specific learner and educator needs for the development of a curriculum. We developed, in the beginning, a structured analysis of the needs and from that a set of learning goals and objectives on what a clinical reasoning curriculum should cover. Previous group work demonstrated that in medical education, explicit clinical reasoning curricula is needed, but not many health care institutions currently teach it explicitly. The project was therefore a welcome stepping stone to the development of the needed curricula. A big effort of our project is therefore to incorporate all needs identified through the survey prior to the project, and the in-depth needs for a clinical reasoning curriculum developed through the needs analysis, within the DID-ACT project.

The year 2021 marked an important step in the development of our clinical reasoning curriculum: Initiating the development of our first learning units. The learning units are the building blocks for our curriculum. The project intends to build 40 learning units for students and educators in total that educators can use, according to their needs, to implement either the whole curriculum or parts of it in their home institutions. The learning units focus on aspects such as theories of clinical reasoning, collaboration and interprofessional learning, or errors and biases in clinical reasoning (see Deliverable 2.1).

Our development groups spent and continue to spend time on developing and refining the learning units for both applicability and adaptability so that educators can use teaching content to their fullest potential. The learning units also include specific teaching methods and thus can be adapted to a particular institution’s framework.  Reviewing the learning units is an integral part of this process. Upon initial completion, all learning units are further refined by a collaborative peer review done asynchronously followed by a synchronous session during a team DID-ACT meeting by multiple health professionals, learning designers, and other educational experience providers. Once the review process and revision following feedback is done, the learning units are implemented on our chosen learning management system.

The learning units are publicly available at with your institutional credentials or after registering with any email address :

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