A model of learning clinical reasoning at a US-based workshop: interactive reasoning.
BACKGROUND
Since 2001 the University of Hawaii School of Medicine has conducted a 5-day workshop on clinical reasoning for Japanese medical students. To determine how Japanese medical students learn clinical reasoning at a US-based educational workshop.


METHODS
This qualitative study used 20 semi-structured interviews with students, non-participant observation, and videotapes of 40 standardized-patient encounters.


RESULTS
Participants initially struggled with linguistic and cultural differences, then acquired an understanding of medical interviewing. Students understood clinical reasoning as a process of connecting with the patient using rapport building in order to gather information necessary to form a differential diagnosis and test hypotheses in conjunction with the physical examination. These findings supported a model of Interactive Reasoning.


CONCLUSIONS
Our findings suggest that foreign medical students can overcome linguistic and cultural barriers at a US-based workshop and acquire an understanding of medical interviewing and clinical reasoning.
Slingsby
Brian Taylor
BT
University of Hawaii John A. Burns School of Medicine, Honolulu, HI, USA. bts-tky@umin.ac.jp
Yamada
Seiji
S
Greene
Gordon
G
D003226:Congresses as Topic; D018864:Cultural Diversity; D003937:Diagnosis, Differential; D005260:Female; D006801:Humans; D007858:Learning; D008037:Linguistics; D008297:Male; D017145:Models, Educational; D010817:Physician-Patient Relations; D011340:Problem Solving; D014481:United States; D055815:Young Adult