The DID-ACT curricular framework is based on our definition of clinical reasoning: “Clinical reasoning encompasses health professionals’ thinking and acting in assessment, diagnostic and management processes in clinical situations taking into account the patient’s specific circumstances and preferences”. The design of the student curriculum and train-the-train course follows the following didactical principles:
The DID-ACT curriculum is designed as a longitudinal series of courses and learning activities covering several years of education based on 14 clinical reasoning-related themes. It includes (spaced) repetition, progression of depth and complexity, and opportunities for deliberate practice.
The 25 learning units of the DID-ACT curriculum (2.26 ECTS) and the train-the-trainer course are adaptable to different settings, health profession curricula or resources available at the schools. We provide a description for the use and integration of learning units with suggestions for alternative approaches or methods.
All learning units are designed in a blended-learning format, i.e. a meaningful combination of asynchronous online learning and synchronous tutor-led meetings.
Cases and virtual patients are core components especially of the student curriculum.
The DID-ACT curriculum is focusing on explicit clinical reasoning and is meant to supplement core content and experiences. However, there are areas that cannot be separated from clinical reasoning in practice, but which we are NOT addressing specifically in our learning units. These topics include for example communication skills in
general, clinical examination skills, interprofessional collaboration in general, and knowledge about clinical, biomedical, and pathological processes.