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Chamberland, M., & Hivon, R. (2005). Skills of clinical teachers and role models in clinical training. Pédagogie Médicale, 6, 98-111. doi:10.1051/pmed:2005015

has been cited by the following article:

• TITLE: Clinical Reasoning: Where Do We Stand on Identifying and Remediating Difficulties?

  AUTHORS: Marie-Claude Audétat, Stuart Lubarsky, Jean-Guy Blais, Bernard Charlin

  KEYWORDS: Clinical Reasoning; Remediation; Clinical Reasoning Difficulties; Faculty Development

  JOURNAL NAME: Creative Education, Vol.4 No.6A, June 14, 2013

  ABSTRACT: Ten to fifteen percent of medical trainees have academic difficulties, the majority of which are cognitive in nature, including clinical reasoning. Many obstacles impede the rapid identification of clinical reasoning difficulties in medical learners. This article reviews the literature on detection and remediation of clinical reasoning difficulties, and offers specific, practical steps for accurately diagnosing and quickly resolving identified problems with clinical reasoning. Faculties need to become more involved in the development and establishment of tools for encouraging direct observation of the development of clinical reasoning in medical learners, and for strengthening the teachers’ pedagogical competencies.