date_range Starts on May 1, 2017
event_note End date June 15, 2019
list 8 sequences
assignment Level : Introductive
chat_bubble_outline Language : English
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Key Information

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timer 32 hours in total

About the content

The course introduces the clinical reasoning process as it is used by clinicians from different health disciplines: medicine, dentistry, nursing, veterinary medicine, and pharmacy. The course offers a step-by-step description and explanation of the process, illustrated with clinical examples. This course is of interest to both students and health professionals as they hone their knowledge and clinical reasoning skills.

The clinical reasoning process was analyzed and modeled by six clinicians from the Faculty of Medicine at Université de Montréal together with a cognitive specialist. The result of this research was a model that was first published in the journal Medical Education in April 2012(1). The research itself forms the cornerstone of the course.

(1) Source : Charlin, B., Lubarsky, S., Millette, B., Crevier, F., Audétat, M.-C., Charbonneau, A., Caire Fon, N., Hoff, L. and Bourdy, C. (2012), Clinical reasoning processes: unravelling complexity through graphical representation. Medical Education, 46: 454–463. doi: 10.1111/j.1365-2923.2012.04242.x

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Syllabus

This online course is designed to simplify a complex cognitive process in order to help learners understand and apply it and help educators support them.

Our course consists of seven modules

  • "Real life" illustrates the clinical reasoning process from the point of view of a clinician representing each of the following disciplines: medicine, dentistry, veterinary medicine, pharmacy and nursing.
  • "The simplified formal model" offers a symbolic representation of the process explained step by step and illustrated with clinical examples.
  • "The formal model" is the cornerstone of this training; it is the product of an analysis of the reasoning of six clinicians. Published in 2012, the model takes the form of an interactive graphical representation. Module 3 provides a detailed reading of the formal model. By way of illustration, it is followed by a case study demonstrating each step in the process, thereby enabling the participant to engage in the experience of clinical reasoning as a whole.
  • Collaboration, communication and scholarship are three intrinsic competencies used here as examples of how skills and abilities contribute to the clinical reasoning process. The first part provides clinical scenarios in which the clinician must mobilize intrinsic competencies to support their reasoning process. In the second part, a round table brings together clinical experts from five disciplines. Their discussions reveal the issues raised by these competencies in their respective practices.
  • Experts in the field explain the specific "concepts" related to clinical reasoning. The presentations are in the form of informal exchanges between two of these experts.
  • "Pitfalls" is an activity that highlights the challenges posed by clinical reasoning for the novice. Teaching suggestions are offered to learners and supervisors to facilitate navigation of more difficult sections.
  • The "Experts' Toolbox" contains a set of invaluable resources and references as well as the latest news relating to clinical reasoning.
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Instructors

Scientific expertise

Principal concept developers:

Nathalie Caire Fon, Scientific Director
CCFP, Assistant Professor, Faculty of Medicine, Université de Montréal

Stuart Lubarsky
MD, MHPE, Centre for Medical Education and Department of Neurology, McGill University

Marie-Claude Audétat
PhD, Clinical Assistant Professor, Faculty of Medicine, Université de Montréal
MER-S, Emergency Medicine Unit, Faculty of Medicine, Geneva

Marie-Eve Bertrand
B Pharm, Assistant Clinician, Faculty of Pharmacy, Université de Montréal

Louise-Andrée Brien
MScN, Assistant Professor for Practicum, Faculty of Nursing, Université de Montréal

Anne Charbonneau
DDS, PhD, Professor, Faculty of Dentistry, Université de Montréal

Luc DesCôteaux
DVM, MSc, Professor, Faculty of Veterinary Medicine, Université de Montréal

Johanne Goudreau
PhD N, Professor, Faculty of Nursing, Université de Montréal

Suzanne Laurin
MD, Clinical Associate Professor, Faculty of Medicine, Université de Montréal

Bernard Millette
MD, M ScM, Professor Emeritus, Faculty of Medicine, Université de Montréal

Partners

Christian Bourdy
MD, Clinical Associate Professor, Faculty of Medicine, Université de Montréal

Sébastien Buczinski
DVM, DÉS, MSc, DACVIM, Associate Professor, Faculty of Veterinary Medicine, Université de Montréal

Bernard Charlin
MD, PhD, Professor, Faculty of Medicine, Université de Montréal

Quoc Dinh Nguyen
MD, Geriatric resident, Université de Montréal

Félix Girard
DDS, MSc, Assistant Professor, Faculty of Dentistry, Université de Montréal

Mathieu Nendaz
MD, MEd, Professor, Medical Education Research and Development Unit (UDREM) University of Geneva, Switzerland

Chantal Pharand
PharmD, Professor, Faculty of Pharmacy, Université de Montréal

René Voyer
DDS, MSc, Associate Professor, Faculty of Dentistry, Université de Montréal

Experts in technopedagogy

Françoise Crevier
PhD, Technopedagogy and Cognition, Université de Montréal

Bernard Bérubé
MSc Technopedagogy, Services de soutien à l'enseignement, Université de Montréal

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Content Designer

Université de Montréal

The Université de Montréal (UdeM) is a public research university in Montreal, Quebec, Canada. The francophone institution comprises thirteen faculties, more than sixty departments and two affiliated schools: the École Polytechnique (School of Engineering) and HEC Montréal (School of Business). It offers more than 650 undergraduate programmes and graduate programmes, including 71 doctoral programmes. The Times Higher Education World University Rankings of 2014-2015 ranks the Université de Montréal at 113th place globally.

The university has Quebec's largest sponsored research income and the third largest in Canada, allocating close to $524.1 million to research conducted in more than 150 research centres as of 2011. It is also part of the U15 universities. More than 55,000 students are enrolled in undergraduate and graduate programs, making it the second-largest university in Canada in terms of student enrolment.

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Platform

EDUlib

EDUlib was launched by HEC Montreal in October 2012 with the aim of making it available to as many people a high quality university education in French in the field of management. EDUlib is now a joint initiative of the University of Montreal and its two affiliated schools, HEC Montreal and Ecole Polytechnique Montreal. The goal remains to offer the greatest number of people a high quality university education in French but in different areas of knowledge of the three partners. EDUlib courses are modeled on those offered-face. They are taught by the same faculty and academic knowledge is transmitted caliber. Course format and frequency change, of course, but not the quality of teaching.

EDUlib is a public education initiative that does not lead to obtaining a university degree. However, it is expected that a statement will crown the efforts of participants who pass quizzes or tests covered in the course. The courses have been designed to be widely accessible, in a concerted effort to spread knowledge.

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