Laura García-Durán, Silvia Claros, Pablo Zamorano-González, Marta González-García, Laura Carrillo-Franco, Marina Ponce-Velasco, Belén Gago, María García-Fernández, Manuel Víctor López-González, Ana Aiastui
Teaching the physiology of the human body in non-formal spaces: pilot experience of a Service-Learning methodology and the interaction between students of different educational levels
Frontiers in physiology
teaching learning clinical reasoning core principles medical education however little guidance exists faculty leaders navigate curricular transitions preclerkship clerkship curricular phases study compares educational leaders two phases understand clinical reasoning instruction previously reported crosssectional surveys preclerkship clinical skills course directors clerkship leaders compared comparisons focused perceived importance number core clinical reasoning concepts barriers clinical reasoning instruction level familiarity across undergraduate medical curriculum inclusion clinical reasoning instruction area curriculum analyses performed using mann whitney u test sets leaders rated lack curricular time largest barrier teaching clinical reasoning clerkship leaders also noted lack faculty skills teach clinical reasoning concepts significant barrier p 002 preclerkship leaders likely perceive concepts advanced students p 0001 preclerkship leaders reported higher level familiarity clerkship curriculum clerkship leaders reported preclerkship curriculum p 0001 faculty transition students preclerkship clerkship phase shared understanding taught accompanied successful faculty development may aid development longitudinal milestonebased clinical reasoning instruction