Clinical Reasoning in the Health Professions E-Book: Clinical Reasoning in the Health Professions E-Book

by Joy Higgs AM, PhD, MHPEd, BSc, PFHEA, Mark A Jones BSc(Psych), PT, GradDipManipTher, MAppSc, Stephen Loftus PhD, MSc, BDS, Nicole Christensen PhD, MAppSc, BS, BA

Overview

Clinical reasoning is the foundation of professional clinical practice. Totally revised and updated, this book continues to provide the essential text on the theoretical basis of clinical reasoning in the health professions and examines strategies for assisting learners, scholars and clinicians develop their reasoning expertise.

• key chapters revised and updated
• nature of clinical reasoning sections have been expanded
• increase in emphasis on collaborative reasoning
• core model of clinical reasoning has been revised and updated

Product Details

ISBN-13:	9780702037672
Publisher:	Elsevier Health Sciences
Publication date:	02/18/2008
Sold by:	Barnes & Noble
Format:	eBook
Pages:	520
File size:	7 MB

About the Author

Joy has worked for over 35 years as an educator, scholar, researcher and research supervisor at The University of New South Wales, The University of Sydney and Charles Sturt University. She has held appointments as visiting scholar and consultant to a number of Australian and international tertiary institutions. In 2004, Joy received a Member of the Order of Australia award for service to health science education through course development, academic and administrative contributions and research into teaching methods. She was awarded an Australian Teaching and Learning Council Fellowship in 2010. Joy is a member of the Australian Learning and Teaching Fellows Network. In 2015, Joy was appointed a Principal Fellow of the Higher Education Academy, UK. Professor Joy Higgs' key roles at CSU are promoting the advancement of professional practice and education through collaborations in research, scholarship, student supervision, education, organisational change and networking. Joy's research interests are linked to professional practice (the nature of practice across professions, practice wisdom, professionalism, the changing shape of professions in work and society), higher education (quality and innovations), professional education (pedagogies, socialisation, expectations of graduates), practice-based education (pedagogy, curriculum frameworks) and qualitative research strategies.
Dr. Loftus joined Oakland University William Beaumont School of Medicine in November 2013 as associate professor of Medical Education. He is responsible for faculty development in medical education. He is also involved in a number of courses such as Medical Humanities and Embark research projects. A dental professional with more than 20 years in medical education, Dr. Loftus developed an internationally recognized inter-professional online graduate course in pain management at Sydney University. His research on clinical reasoning has appeared in several journals and books, such as the well-received book, “Clinical Reasoning in the Health Professions” (3rd ed). He has also supervised doctoral research students at Charles Sturt University in Australia, in topics such as clinical reasoning, higher education and clinician/patient relationships. Dr. Loftus works to ensure that students and faculty maximize the benefit of the educational experiences provided in the medical school through coming to a deeper understanding of what is involved in medical education and practice.

Table of Contents

Section 1 Clinical reasoning and clinical decision making - nature and context1. Clinical decision making and multiple problem spaces2. The context for clinical decision making in the 21st century 3. Clinical reasoning and models of practice4. Collaborative decision making5. Action and narrative: two dynamics of clinical reasoning6. Clinical reasoning and generic thinking skills7. Clinical reasoning and patient-centred care8. Factors influencing clinical decision making9. Dimensions of clinical reasoning capabilitySection 2 Reasoning, Expertise and Knowledge10. The development of clinical reasoning expertise11. Clinical reasoning and biomedical knowledge: implications for teaching12. Expertise and clinical reasoning13. Knowledge, reasoning and evidence for practice14. Knowledge generation and clinical reasoning in practice15. Understanding knowledge as socio-cultural historical phenomenon16. Professional practice judgement artistrySection 3 Clinical reasoning research trends17. Methods in the study of clinical reasoning18. A history of clinical reasoning research19. A place for new research directionsSection 4 Clinical reasoning and clinical decision-making approaches20. Clinical reasoning in medicine21. Clinical reasoning in nursing22. Clinical reasoning in physiotherapy23. Clinical reasoning in dentistry24. Clinical reasoning in occupational therapy25. Ethical reasoning26. Multidisciplinary clinical decision making27. Treatment decision making in the medical encounter: the case of shared decision making28. Algorithms, clinical pathways and clinical guidelines29. Clinical reasoning to facilitate cognitive-experiential changeSection 5 Communicating about clinical reasoning30. Learning to communicate clinical reasoning31. Learning the language of clinical reasoning32. Beyond the restitution narrative: lived bodies and expert patients33. Facilitating clinical decision making in students in intercultural fieldwork placements34. Using decision aids to involve clients in clinical decision makingSection 6 Teaching and learning clinical reasoning35. Teaching and learning clinical reasoning36. Helping physiotherapy sutdents develop clinical reasoning capability37. Speech-language pathology students: learning clinical reasoning38. Teaching clinical reasoning in nursing education39. Assessing clinical reasoning40. Using simulated patients to teach clinical reasoning41. Peer coaching to generate clinical reasoning skills42. Using open and distance learning to develop clinical reasoning skills43. Cultivating a thinking surgeon: using a clinical thinking pathway as a learning and assessment process44. Teaching clinical reasoning and culture45. Teaching clinical reasoning to medical students46. Using case reports to teach clinical reasoning47. Using mind mapping to improve students’ metacognition