Academy of Health Science Educators
Title: One Approach to Teaching Clinical Reasoning: Theater
Speaker: Kim Meyer, PhD, MPAS, PA-C, DFAAPA, Executive Director, Division of Academic Innovation
Location: LIB 400 or Zoom
Time: 12-1 pm, Friday, Dec 2nd (Lunch starts at 11:45 am)
RSVP: Go to DAI Events Calendar (Due by 1 pm, Wednesday, Nov 30th)
- Explore existing approaches to teaching clinical reasoning.
- Create one possible case study for the implementation of Clinical Reasoning Theater in the curriculum.
Clinical reasoning theater, developed by Borleffs, et. al. [Acad Med 2003;78(3):322-5], describes teaching the process of clinical reasoning using “actors” through the portrayal of a conversation between a provider and a patient.
- Three actors: the provider, the patient, and the learners (who form the “audience”). The performance occurs in two repeating acts.
- ACT I: Communication between provider and patient focused on Hx Taking, PE, etc.
- ACT II: “Time out” in which provider explains/ thinks out loud, to reveal the rationale for questions, line of reasoning, and/or need to show empathy.
- Audience members (the learners) question and provide suggestions for further dialogue with the patient resulting in another Act I and II cycle.
Advantages to this approach:
- Builds on clinical teacher’s existing skills
- Reveals the physician’s “behind the scenes” thinking and decision
- Engage the audience (the learners) through Act II
- Could be applied to learning in the simulation lab
Disadvantages to this approach:
- Exploration learners’ clinical reasoning is dependent on the clinical teacher’s facilitation skills