scholarly journals Gender Differences in Authorship of Clinical Problem-Solving Articles

2020 ◽  
Vol 15 (8) ◽  
pp. 475-478
Author(s):  
Elizabeth Adler ◽  
Andrew Hobbs ◽  
Gurpreet Dhaliwal ◽  
Jennifer M Babik
Keyword(s):  
Gender Differences ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Role Models ◽  
Hospital Medicine ◽  
General Medicine ◽  
Clinical Excellence ◽  
Clinical Problem ◽  
Women Authors ◽  
Clinical Problem Solving

Authors of clinical reasoning exercises analyze diagnostic dilemmas and serve as role models of clinical excellence. We investigated the percentage of women authors in the clinical problem-solving series of three general medicine journals from the inaugural article in each series until July 2019. Women were underrepresented among first, last, and all authors. While the percentage of women among first and all authors has increased, women still constituted <40% of all authors and ≤25% of last authors, and there have been no significant increases in women last authors in any of the three journals. Including more women in clinical reasoning exercises is an opportunity to amplify the voices of women as master clinicians. Journal of Hospital Medicine 2020;15:XXX-XXX. © 2020 Society of Hospital Medicine

scholarly journals Clinical Reasoning Terms Included in Clinical Problem Solving Exercises?

2016 ◽  
Vol 8 (2) ◽  
pp. 180-184 ◽  
Author(s):  
John L Musgrove ◽  
Jason Morris ◽  
Carlos A Estrada ◽  
Ryan R Kraemer
Keyword(s):  
Problem Solving ◽  
Clinical Reasoning ◽  
Clinical Problem ◽  
Dual Process ◽  
Problem Representation ◽  
Context Specificity ◽  
Weight Percentage ◽  
Clinical Problem Solving ◽  
Clinician Educators ◽  
Process Thinking

ABSTRACT  Published clinical problem solving exercises have emerged as a common tool to illustrate aspects of the clinical reasoning process. The specific clinical reasoning terms mentioned in such exercises is unknown.Background  We identified which clinical reasoning terms are mentioned in published clinical problem solving exercises and compared them to clinical reasoning terms given high priority by clinician educators.Objective  A convenience sample of clinician educators prioritized a list of clinical reasoning terms (whether to include, weight percentage of top 20 terms). The authors then electronically searched the terms in the text of published reports of 4 internal medicine journals between January 2010 and May 2013.Methods  The top 5 clinical reasoning terms ranked by educators were dual-process thinking (weight percentage = 24%), problem representation (12%), illness scripts (9%), hypothesis generation (7%), and problem categorization (7%). The top clinical reasoning terms mentioned in the text of 79 published reports were context specificity (n = 20, 25%), bias (n = 13, 17%), dual-process thinking (n = 11, 14%), illness scripts (n = 11, 14%), and problem representation (n = 10, 13%). Context specificity and bias were not ranked highly by educators.Results  Some core concepts of modern clinical reasoning theory ranked highly by educators are mentioned explicitly in published clinical problem solving exercises. However, some highly ranked terms were not used, and some terms used were not ranked by the clinician educators. Effort to teach clinical reasoning to trainees may benefit from a common nomenclature of clinical reasoning terms.Conclusions

Problem-solving with clinical reasoning: A case report of coronavirus in immunosuppressive condition

2021 ◽  
Vol 10 (1) ◽  
pp. 22-22
Author(s):  
Mahshad Mousavi ◽  
Nazanin Mousavi ◽  
Babak Abdolkarimi
Keyword(s):  
Problem Solving ◽  
Clinical Reasoning ◽  
Scientific Information ◽  
Correct Diagnosis ◽  
Medical Science ◽  
Signs And Symptoms ◽  
Clinical Problem ◽  
Clinical Problem Solving ◽  
Additional Information ◽  
Clinical Problems

Background: One of the most interesting parts of medical science is using clinical reasoning to solve clinical problems. In today’s world of medicine, with increasing amounts of scientific information and new diagnostic and treatment facilities, physicians’ responsibility in managing the condition of patients becomes weightier. Making the correct decision is an important goal that can be achieved by having adequate information and using it appropriately. At this stage, we should follow the thought process of successful doctors and use information from books and articles to solve clinical problems. The purpose of this article is to improve the skills of physicians in the effective use of knowledge and experience to solve clinical problems to increase our success in fulfilling our responsibility to patients. Methods: Clinical reasoning enhances the quality of learning and increases the ability of medical students in clinical problem-solving. In this article, a patient with rheumatoid arthritis in the COVID-19 pandemic developed respiratory distress, is identified by the clinical reasoning method and is treated, with his treatment then discussed. This article includes the following: prepare a list of differential diagnoses based on the list of signs and symptoms of the patient; modify the initial list to reflect findings from history and examinations; specify additional information to make a correct diagnosis; and, finally, decide when the information is obtained is sufficient to make the proper diagnosis. Results: In recent years, clinical reasoning has received more attention in student Olympiad competitions. Professors in medical sciences should pay special attention to teaching this skill to students. It is necessary to plan for teaching this type of training and to design tests for evaluating students’ clinical reasoning. This article can thus be a useful guide for those who enjoy working on a problem to get an answer. Conclusion: This article shows how insidious and life-threatening a coronavirus infection can be, and how useful clinical reasoning can be when present in all stages of dealing with the patient, from the initial stages of taking the patient history to the end of treatment.

CLINICAL PROBLEM-SOLVING

Neurosurgery ◽  
2008 ◽  
Vol 62 (6) ◽  
pp. 1330-1339 ◽  
Author(s):  
Nathan J. Ranalli ◽  
David G. Kline ◽  
Michael L. McGarvey ◽  
Nicholas M. Boulis ◽  
Eric L. Zager
Keyword(s):  
Problem Solving ◽  
Clinical Problem ◽  
Clinical Problem Solving

Clinical Problem Solving Series

1991 ◽  
Vol 46 (3) ◽  
pp. 189-192
Author(s):  
J.P. Kassirer ◽  
R.I. Kopelman
Keyword(s):  
Problem Solving ◽  
Clinical Problem ◽  
Clinical Problem Solving

Clinical Problem Solving Series

1990 ◽  
Vol 45 (6) ◽  
pp. 415-420
Author(s):  
J.P. Kassirer ◽  
R.I. Kopelman
Keyword(s):  
Problem Solving ◽  
Clinical Problem ◽  
Clinical Problem Solving
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