Facilitating clinical reasoning from undifferentiated patient encounters

Background This paper reports the findings from an international research workshop, held over 2 days in October, 2014 in Bairnsdale, Australia, which brought together 19 clinician teachers and medical educators who work in rural primary care. Methods The objectives of the workshop were to clarify and identify the key aspects of the development of clinical reasoning in students and junior doctors, particularly as a result of longitudinal immersion in rural community practice. Delegates were asked to prepare a 55-word vignette related to their experience of teaching clinical reasoning, and these case studies formed the basis of identification of key issues, further refined via a modified Delphi process. Results The workshop identified four key themes: the patient’s story, the learners’ reasoning, the context of learning, and the role of the supervisor. Discussion Exposure to undifferentiated patient presentations is increasingly common in medical education, particularly in longitudinal integrated placements. This research explored clinicians perspectives of how students develop their clinical reasoning: by learning from patients, from their supervisors and by understanding the context of their clinical interactions.