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Evaluating the clinical reasoning of student health professionals in placement and simulation settings: A systematic review

Evaluating the clinical reasoning of student health professionals in placement and simulation settings: A systematic review
Evaluating the clinical reasoning of student health professionals in placement and simulation settings: A systematic review
(1) Background: Clinical reasoning is essential to the effective practice of autonomous health professionals and is, therefore, an essential capability to develop as students. This review aimed to systematically identify the tools available to health professional educators to evaluate students’ attainment of clinical reasoning capabilities in clinical placement and simulation settings. (2) Methods: A systemic review of seven databases was undertaken. Peer-reviewed, English-language publications reporting studies that developed or tested relevant tools were included. Searches included multiple terms related to clinical reasoning and health disciplines. Data regarding each tool’s conceptual basis and evaluated constructs were systematically extracted and analysed. (3) Results: Most of the 61 included papers evaluated students in medical and nursing disciplines, and over half reported on the Script Concordance Test or Lasater Clinical Judgement Rubric. A number of conceptual frameworks were referenced, though many papers did not reference any framework. (4) Conclusions: Overall, key outcomes highlighted an emphasis on diagnostic reasoning, as opposed to management reasoning. Tools were predominantly aligned with individual health disciplines and with limited cross-referencing within the field. Future research into clinical reasoning evaluation tools should build on and refer to existing approaches and consider contributions across professional disciplinary divides.
Allied health, Assessment and evaluation, Clinical reasoning, Medicine, Nursing, Students
1660-4601
936
Brentnall, Jennie
1ab5783b-e747-4d21-b0cd-dda27710a554
Thackray, Debbie
4336a819-2b42-42bd-863b-2b074b977522
Judd, Belinda
9aa8204e-5667-4104-9086-6b082033d1ca
Brentnall, Jennie
1ab5783b-e747-4d21-b0cd-dda27710a554
Thackray, Debbie
4336a819-2b42-42bd-863b-2b074b977522
Judd, Belinda
9aa8204e-5667-4104-9086-6b082033d1ca

Brentnall, Jennie, Thackray, Debbie and Judd, Belinda (2022) Evaluating the clinical reasoning of student health professionals in placement and simulation settings: A systematic review. International Journal of Environmental Research and Public Health, 19 (2), 936, [936]. (doi:10.3390/ijerph19020936).

Record type: Review

Abstract

(1) Background: Clinical reasoning is essential to the effective practice of autonomous health professionals and is, therefore, an essential capability to develop as students. This review aimed to systematically identify the tools available to health professional educators to evaluate students’ attainment of clinical reasoning capabilities in clinical placement and simulation settings. (2) Methods: A systemic review of seven databases was undertaken. Peer-reviewed, English-language publications reporting studies that developed or tested relevant tools were included. Searches included multiple terms related to clinical reasoning and health disciplines. Data regarding each tool’s conceptual basis and evaluated constructs were systematically extracted and analysed. (3) Results: Most of the 61 included papers evaluated students in medical and nursing disciplines, and over half reported on the Script Concordance Test or Lasater Clinical Judgement Rubric. A number of conceptual frameworks were referenced, though many papers did not reference any framework. (4) Conclusions: Overall, key outcomes highlighted an emphasis on diagnostic reasoning, as opposed to management reasoning. Tools were predominantly aligned with individual health disciplines and with limited cross-referencing within the field. Future research into clinical reasoning evaluation tools should build on and refer to existing approaches and consider contributions across professional disciplinary divides.

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More information

Accepted/In Press date: 21 December 2021
Published date: 14 January 2022
Additional Information: Funding Information: Funding: The first and third authors have been supported in part by the Special Studies Program of The University of Sydney. The second author has been supported in part by a Global Research Initiator Award from Southampton University. Publisher Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
Keywords: Allied health, Assessment and evaluation, Clinical reasoning, Medicine, Nursing, Students

Identifiers

Local EPrints ID: 454262
URI: http://eprints.soton.ac.uk/id/eprint/454262
ISSN: 1660-4601
PURE UUID: 6fb85711-cd01-4aaa-afc5-23afcd625e9c

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Date deposited: 03 Feb 2022 18:07
Last modified: 31 Jan 2023 17:30

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Contributors

Author: Jennie Brentnall
Author: Debbie Thackray
Author: Belinda Judd

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