[ L’Apprentissage du Raisonnement Clinique en Médecine: Etude rétrospective de 65 cas ]
Volume 16, Issue 2, June 2016, Pages 402–408
Majdouline Boujoual1, Souad Chaouir2, Abdellah Babahabib3, Moulay Elmehdi Elhassani4, Jaouad Kouach5, Driss Rahali Moussaoui6, and Mohammed Dehayni7
1 Gynécologie Obstétrique, Hôpital Militaire d’Instruction Mohammed V (HMIMV), Faculté de Médecine et de Pharmacie de Tanger, Université Abdelmalek Essaadi, Morocco
2 Radiologie HMIMV, UPR de Pédagogie Médicale, Faculté de Médecine et de Pharmacie de Rabat, maroc
3 Department of obstetrics & gynecology, Military Training Hospital Mohamed V, Rabat, Morocco
4 Gynécologie - Obstétrique, Hôpital Militaire Instructif Mohamed V, Rabat, Morocco
5 Faculté de Médecine et de Pharmacie, Université Mohamed V, Rabat, Morocco
6 Department of Gynecology-Obstetric, Military Training Hospital Med V, Rabat, Morocco
7 Department of Gynecology-Obstetric, Military Training Hospital Med V, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat, Morocco
Original language: French
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Background: The clinical reasoning is expressed daily in the ability to solve clinical problems of patients. Its supervision is essential to establish an individualized educational plan that encourages its development. Objective: To analyze the impact of clinical reasoning learning sessions as remediation strategy of clinical reasoning difficulties. Method: exploratory retrospective study of medical students analyzing the difficulties of clinical reasoning and pedagogic practice of supervision promoting its development through the introduction of clinical reasoning learning sessions guided by a course book and grids evaluation as remediation strategy. Results: After the application of our supervision model of the clinical reasoning, 94.6 % of students were satisfied. They thus suggested the introduction of clinical reasoning evaluation before clinical examinations 7th year. Conclusion: the introduction of clinical reasoning learning sessions both in diagnosis and remediation of difficulties reasoning proves a real need. It would be appropriate to propose models applicable in other disciplines and to integer its evaluation in university program of internship
Author Keywords: Clinical reasoning, Clinical Reasoning Learning Sessions, Supervision.
Volume 16, Issue 2, June 2016, Pages 402–408
Majdouline Boujoual1, Souad Chaouir2, Abdellah Babahabib3, Moulay Elmehdi Elhassani4, Jaouad Kouach5, Driss Rahali Moussaoui6, and Mohammed Dehayni7
1 Gynécologie Obstétrique, Hôpital Militaire d’Instruction Mohammed V (HMIMV), Faculté de Médecine et de Pharmacie de Tanger, Université Abdelmalek Essaadi, Morocco
2 Radiologie HMIMV, UPR de Pédagogie Médicale, Faculté de Médecine et de Pharmacie de Rabat, maroc
3 Department of obstetrics & gynecology, Military Training Hospital Mohamed V, Rabat, Morocco
4 Gynécologie - Obstétrique, Hôpital Militaire Instructif Mohamed V, Rabat, Morocco
5 Faculté de Médecine et de Pharmacie, Université Mohamed V, Rabat, Morocco
6 Department of Gynecology-Obstetric, Military Training Hospital Med V, Rabat, Morocco
7 Department of Gynecology-Obstetric, Military Training Hospital Med V, Faculty of Medicine and Pharmacy, Mohammed V University, Rabat, Morocco
Original language: French
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Background: The clinical reasoning is expressed daily in the ability to solve clinical problems of patients. Its supervision is essential to establish an individualized educational plan that encourages its development. Objective: To analyze the impact of clinical reasoning learning sessions as remediation strategy of clinical reasoning difficulties. Method: exploratory retrospective study of medical students analyzing the difficulties of clinical reasoning and pedagogic practice of supervision promoting its development through the introduction of clinical reasoning learning sessions guided by a course book and grids evaluation as remediation strategy. Results: After the application of our supervision model of the clinical reasoning, 94.6 % of students were satisfied. They thus suggested the introduction of clinical reasoning evaluation before clinical examinations 7th year. Conclusion: the introduction of clinical reasoning learning sessions both in diagnosis and remediation of difficulties reasoning proves a real need. It would be appropriate to propose models applicable in other disciplines and to integer its evaluation in university program of internship
Author Keywords: Clinical reasoning, Clinical Reasoning Learning Sessions, Supervision.
Abstract: (french)
Contexte: Le raisonnement clinique s’exprime au quotidien dans la capacité à résoudre les problèmes cliniques posés par les patients. Sa supervision est primordiale pour établir un plan pédagogique individualisé favorisant son développement. Objectif: Analyser l’impact des séances d’apprentissage du raisonnement clinique comme stratégie de remédiation des difficultés du raisonnement clinique. Méthode: enquête rétrospective exploratoire des étudiants en Médecine analysant les difficultés du raisonnement clinique et les pratiques pédagogiques de supervision favorisant son développement à travers l’introduction des séances d’apprentissage du raisonnement clinique guidées par un carnet de stage et des grilles d’évaluation comme stratégie de remédiation. Résultats: Après la mise en place de notre modèle de supervision du raisonnement clinique, 94,6% des étudiants étaient satisfaits. Ils ont ainsi suggéré la mise en place d’un dispositif d’évaluation du raisonnement clinique avant les examens cliniques de 7ème année. Conclusion: l’introduction des séances d’apprentissage du raisonnement clinique tant dans le diagnostic que dans la remédiation des difficultés du raisonnement s’avère une nécessité réelle. Il serait pertinent de proposer des modèles applicables dans d’autres disciplines et d’intégrer son évaluation au programme universitaire de validation des stages.
Author Keywords: Raisonnement Clinique, Apprentissage du Raisonnement Clinique, Supervision.
How to Cite this Article
Majdouline Boujoual, Souad Chaouir, Abdellah Babahabib, Moulay Elmehdi Elhassani, Jaouad Kouach, Driss Rahali Moussaoui, and Mohammed Dehayni, “The Clinical Reasoning Learning in Medicine: A retrospective study of 65 cases,” International Journal of Innovation and Applied Studies, vol. 16, no. 2, pp. 402–408, June 2016.
