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Diagnosis (Berl). 2019 Jun 26;6(2):109-113. doi: 10.1515/dx-2018-0059.

A workshop to train medicine faculty to teach clinical reasoning.

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Department of Medicine, New York University School of Medicine, 462 1st Avenue, New York, NY 10016, USA.
NYC Health and Hospitals/Bellevue, New York, NY, USA.
New York University School of Medicine, New York, NY, USA.
NYU Langone Health, New York, NY, USA.
VA New York Harbor Healthcare System, New York, NY, USA.


Background Clinical reasoning (CR) is a core competency in medical education. Few studies have examined efforts to train faculty to teach CR and lead CR curricula in medical schools and residencies. In this report, we describe the development and preliminary evaluation of a faculty development workshop to teach CR grounded in CR theory. Methods Twenty-six medicine faculty (nine hospitalists and 17 subspecialists) participated in a workshop that introduced a framework to teach CR using an interactive, case-based didactic followed by role-play exercises. Faculty participated in pre- and post-Group Observed Structured Teaching Exercises (GOSTE), completed retrospective pre-post assessments (RPPs), and made commitment to change statements (CTCs). Results In the post-GOSTE, participants significantly improved in their use of problem representation and illness scripts to teach CR. RPPs revealed that faculty were more confident in their ability and more likely to teach CR using educational strategies grounded in CR educational theory. At 2-month follow-up, 81% of participants reported partially implementing these teaching techniques. Conclusions After participating in this 3-h workshop, faculty demonstrated increased ability to use these teaching techniques and expressed greater confidence and an increased likelihood to teach CR. The majority of faculty reported implementing these newly learned educational strategies into practice.


clinical reasoning; diagnostic reasoning; dual process theory; faculty development; script theory


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