2e Conférence internationale de Montréal sur le raisonnement clinique
Date : 30 octobre 2014

Description de l'atelier

The development of clinical reasoning as defined by Newble should be recognized as one of the primary core objectives and results of a medical curriculum. In medical training, clinical rotations are considered to be the optimal place to acquire this skill. Other methods described by authors are primarily reasoning activities using actors, written or software approaches to learning like PBL or serious games. Research and publications combining reasoning training and simulation come mostly from nursing schools and, more rarely, medical faculties. Other types of very standardized and reproducible training exist in simulation. They employ activities that focus on precise and pre-determined objectives. They are established in numerous faculties, who see them as major assets in promoting the development of competencies, non technical and technical skills. However, these teaching methods, including the use of simulation in "clinical" scenarios with mannequins and debriefing, have rarely been evaluated in terms of clinical reasoning development.

We collaborated with a group that specializes in human factor research and simulation in the aviation industry. Their expertise and experience helped us to understand the behaviour of the individual in their professional environment in terms of reasoning and decision-making, and transfer it in our current medical simulation curriculum and center, which now offers more than 30,000 training-hours to more than 1000 students per year. We would like to:

  • Demonstrate different examples of tools and training that we use
  • Explore/define/discuss with workshop participants, methods used to promote the development of clinical reasoning by training with simulation aimed at different educational levels and areas