what do we know? - RCP London
Transcript of what do we know? - RCP London
![Page 1: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/1.jpg)
Clinical reasoning: what do we know?
Dr Nicola Cooper
Consultant Physician & Hon Clinical Associate Professor
@Cooper00Nicola
Acute Medicine – Loughborough
September 2018
![Page 2: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/2.jpg)
What is clinical reasoning?
![Page 3: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/3.jpg)
There are several definitions of clinical reasoning in
the literature
In a nutshell: ‘clinical reasoning describes the
thinking and decision making processes associated
with clinical practice’.
Cooper N & Frain J. Clinical reasoning – an overview. In: Cooper N & Frain J [Eds]. ABC of Clinical
Reasoning. Wiley, 2016.
![Page 4: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/4.jpg)
In definitions in the literature, several ‘components’ of clinical reasoning are described:
1. History
2. Physical examination
3. Use and interpretation of diagnostic tests
4. ‘Reasoning’
5. Shared decision making
The components of clinical reasoning
![Page 5: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/5.jpg)
Environment, context and culture
Durning SJ & Artino AR. (2011). Situativity theory: A perspective on how participants and the environment can interact:
AMEE Guide no. 52. Medical teacher; 33(3): 188-199.
![Page 6: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/6.jpg)
Why does clinical reasoning matter?
![Page 7: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/7.jpg)
The scale of diagnostic error
• 10-15% of diagnoses are incorrect
• Diagnostic error causes significant harm
• Diagnostic error accounts for 40,000 – 80,000 deaths annually in the US, somewhere between breast cancer and diabetes
• Chances are, we will all experience a diagnostic error in our lifetime
US Institute of Medicine. (2013). 25-year summary of US malpractice claims for diagnostic errors 1986-2010: an
analysis from the National Practitioner Data Bank. BMJ Qual Saf; 22(8): 672-680
![Page 8: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/8.jpg)
Results -
‘System-related factors contributed to diagnostic error
in 65% of the cases and cognitive factors in 74% …
the most common cognitive factors involved faulty synthesis.’
Arch Intern Med 2005; 165: 1493-1499
![Page 9: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/9.jpg)
Sherbino J & Norman GR. (2014). Academic Emergency Medicine; 21(8): 931-933.
‘The prevailing opinion that diagnostic error is a cognitive
processing error … is incorrect. This perspective
presupposes that all of the available knowledge is present.
… In contrast, a diagnostic error may reflect not a
processing error, but an incomplete knowledge base or
inadequate experience.’
![Page 10: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/10.jpg)
What do we know about clinical reasoning
ability , and how it develops?
![Page 11: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/11.jpg)
Expertise = general problem-solving ability?
‘Two of the most important determinants of competence are information and experience; problem-solving skills without a rich supply of facts are insufficient for diagnostic acumen.’
Elstein AS, Shulman LS, Sprafka SA. Medical problem solving. An analysis of clinical reasoning. Harvard University Press, 1978.
![Page 12: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/12.jpg)
Expertise = memory?
Norman GR, Eva K, Brooks L and Hamstra S. Expertise in medicine and surgery. In: Ericsson KA, Charness N, Feltovich PJ,
Hoffman RR [Eds]. The Cambridge handbook of expertise and expert performance. Cambridge University Press, 2011.
![Page 13: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/13.jpg)
![Page 14: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/14.jpg)
‘Reasoning’ as a dual process
System 1• Intuitive, heuristic (patterns)
• Automatic, subconscious
• Fast, effortless
• Low/variable reliability
• Vulnerable to error
• Highly affected by context
• High emotional involvement
• Low scientific rigour
System 2• Analytical, systematic
• Deliberate, conscious
• Slow, effortful
• High/consistent reliability
• Less prone to error
• Less affected by context
• Low emotional involvement
• High scientific rigour
![Page 15: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/15.jpg)
A bat and ball cost £1.10
The bat costs £1 more than the ball
How much does the ball cost?
![Page 16: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/16.jpg)
Reflection is fairly consistently beneficial
Stanovich KE. (2011). Rationality and the reflective mind. New York, NY: Oxford University Press.
![Page 17: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/17.jpg)
Ericsson KA. (2004). Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med; 79 (10): S70-S81.
Deliberate practice vs experience
![Page 18: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/18.jpg)
![Page 19: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/19.jpg)
The ‘components’ of clinical reasoning:
1. History
2. Physical examination
3. Use and interpretation of diagnostic tests
4. ‘Reasoning’
5. Shared decision making
WHAT to teach
![Page 20: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/20.jpg)
‘Acute infection of the meninges presents with a characteristic combination of fever, headache and meningism.
Meningism consists of headache, photophobia and neck stiffness, often accompanied by other signs of meningeal irritation, including Kernig’s and Brudzinski’s sign.’
From Davidson’s Principles and Practice of Medicine, 22nd Ed: p1201
Does this adult patient have acute meningitis?
![Page 21: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/21.jpg)
The ‘components’ of clinical reasoning:
1. History
2. Physical examination
WHAT to teach
� Evidence-based
history and physical
examination
Thomas KE, Hasbun R, Jekel J, Quagliarello VJ. (2002). The diagnostic accuracy of Kernig’s sign, Brudzinski’s
sign and nuchal rigidity in adults with suspected meningitis. Clin Infec Dis; 35(1): 46-52
Elieson SW, Papa FJ. (1994). The effects of various knowledge formats on diagnostic performance. Academic
Medicine; 69:S81–S83
![Page 22: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/22.jpg)
The ‘components’ of clinical reasoning:
1. History
2. Physical examination
3. Use and interpretation of diagnostic tests
WHAT to teach
� Prevalence of disease
� Pre-test probability
� Sensitivity, specificity
� Post-test probability
� Predictive values
![Page 23: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/23.jpg)
Use and interpretation of diagnostic tests
Conclusions: ‘Commonly used measures of test accuracy are poorly understood by health professionals.’
BMJ Open 2015; 5e:008155
![Page 24: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/24.jpg)
HOW to teach: the evidence
Coderre S, Jenkins D & McLaughlin K. (2009). Qualitative differences in knowledge structure are associated with
diagnostic performance in medical students. Adv in Health Sci Educ; 14: 677-684
![Page 25: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/25.jpg)
What teaching strategies are effective in developing
clinical reasoning ability?
• Strategies that build knowledge* and understanding
• Purposeful practice with as many ‘real’ cases as possible
in as many different contexts as possible, with guidance
and feedback
• Developing organised problem-specific knowledge
• Engaging the reflective mind
HOW to teach: summary of the evidence
![Page 26: what do we know? - RCP London](https://reader034.fdocuments.in/reader034/viewer/2022043013/626ba5efd895af10311f72da/html5/thumbnails/26.jpg)
Further resources
www.clinical-reasoning.org www.creme.org.uk