Meral Demirören1, Özden Palaoğlu2

Year 2011, Volume: 29 Issue: 29, 1 - 10, 01.03.2011

Meral Demirören Özden Palaoğlu

Abstract

Clinical Reasoning, the core element of clinical competency, is the integration and synthesis of data derived from a clinical case with knowledge and experience of doctor/student, to be used in diagnosis and patient management. Since Clinical Reasoning is one of the main learning outcomes of undergraduate medical education and one of the main components of the medical education reform, the educational attempts to distinguish medical students Clinical Reasoning skills and attempts to follow up and evaluate its efficacies are gaining more importance. With the present review, it is aimed to explain clinical reasoning models, and approachs to learning-teaching and assesment methods of clinical reasoning skills.

Keywords

Clinical reasoning, medical education

KLİNİK AKIL YÜRÜTME MODELLERİ, ÖĞRETİMİ VE DEĞERLENDİRİLMESİ

Abstract

Klinik yeterliğin merkezi bileşenini oluşturan klinik akıl yürütme (KAY), bir klinik vakadan elde edilen bilgilerin, hekimin/öğrencinin bilgisi ve deneyimi ile entegre edilmesi, sentez edilmesi ve hastanın probleminin teşhisinde ve hastanın yönetiminde kullanılmasıdır. KAY, mezuniyet öncesi tıp eğitiminin temel öğrenme çıktılarından biri olması ve tıp eğitimi reformlarının temel bileşenlerinden birini oluşturması nedeniyle, tıp öğrencilerine KAY becerisini kazandırmaya yönelik öğretimsel çabalarla, kazanımların izlenmesi ve değerlendirilmesine yönelik çabalar giderek daha fazla yer almakta ve önem kazanmaktadır. Bu derleme ile, KAY modellerinin açıklanması, KAY becerisini öğrenme-öğretme ve ölçme yaklaşımları hakkında bilgi verilmesi amaçlanmıştır.

Keywords

Klinik akıl yürütme, tıp eğitimi

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