Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141.
Developing effective clinical reasoning is central to health professions education. Learning by concordance (LbC) is an on-line educational strategy that makes learners practice reasoning competency in case-based clinical situations. The questions asked are similar to those professionals ask themsel...
| Publicado en: | Medical Teacher Vol. 43; no. 6; pp. 614 - 622 |
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| Autores principales: | , , |
| Formato: | pictorial tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151214847&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151214847 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Jun2021 vid: 43 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 151214847 149524559 151214847 151214847 10.1080/0142159X.2021.1900554 151214847 ppf: 614 ppct: 8 formats: tig: atl: Learning by concordance (LbC) to develop professional reasoning skills: AMEE Guide No. 141. aug: au: Charlin, Bernard Deschênes, Marie-France Fernandez, Nicolas affil: Faculté de médecine, Université de Montréal, Montréal, Canada sug: subj: Education, Health Sciences Online Education Clinical Reasoning Professional Development Learning Feedback Physical Therapy Dentistry ab: Developing effective clinical reasoning is central to health professions education. Learning by concordance (LbC) is an on-line educational strategy that makes learners practice reasoning competency in case-based clinical situations. The questions asked are similar to those professionals ask themselves in their practice and participant answers are compared to those of a reference panel. When participants answer the questions, they receive an automated feedback that is two-fold as they see (1) how the panelists respond and (2) justifications each panelist gives for their answer. This provides rich contextual knowledge about the situation, supplemented by a synthesis summarizing crucial points. As many educators in the health sciences are engaging in introducing innovative approaches, many consider building LbC learning modules. Elaborating, designing and implementing a LbC tool remain a challenge. This AMEE Guide describes the steps and elements to be considered when designing a LbC tool, drawing on examples from distinct health professions: medicine, nursing, physiotherapy, and dentistry. Specifically, the following elements will be discussed: (1) LbC theoretical underpinnings; (2) principles of LbC questioning; (3) goals of the concordance-based activity; (4) nature of reasoning tasks; (5) content/levels of complexity; (6) reference panel; (7) feedback/synthesis messages; (8) on-line learning platforms. pubtype: Academic Journal doctype: pictorial tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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