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From principles to practice: embedding clinical reasoning as a longitudinal curriculum theme in a medical school programme.

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第一作者： Mini,Singh

第一单位： Manchester Clinical Reasoning Group, School of Medical Sciences, Faculty of Medicine, Biology and Health, The University of Manchester, Manchester, UK.;Salford Royal NHS Foundation Trust, Salford, UK.

作者： Mini,Singh ^[1] ; Lisa,Collins ^[2] ; Rebecca,Farrington ^[3] ; Matthew,Jones ^[1] ; Harish,Thampy ^[2] ; Pippa,Watson ^[4] ; Christian,Warner ^[4] ; Kurt,Wilson ^[2] ; Jessica,Grundy ^[2]

作者单位： Manchester Clinical Reasoning Group, School of Medical Sciences, Faculty of Medicine, Biology and Health, The University of Manchester, Manchester, UK.;Salford Royal NHS Foundation Trust, Salford, UK. ^[1] Manchester Clinical Reasoning Group, School of Medical Sciences, Faculty of Medicine, Biology and Health, The University of Manchester, Manchester, UK. ^[2] Manchester Clinical Reasoning Group, School of Medical Sciences, Faculty of Medicine, Biology and Health, The University of Manchester, Manchester, UK.;Greater Manchester Mental Health NHS Foundation Trust, Manchester, UK. ^[3] Manchester Clinical Reasoning Group, School of Medical Sciences, Faculty of Medicine, Biology and Health, The University of Manchester, Manchester, UK.;Manchester University NHS Foundation Trust, Manchester, UK. ^[4]

关键词 clinical reasoning curriculum development faculty development

医学主题词临床工作能力(Clinical Competence);课程(Curriculum);教育, 医学(Education, Medical);人类(Humans);院校, 医学(Schools, Medical)

DOI 10.1515/dx-2021-0031

PMID 34256424

发布时间 2022-06-02

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