Irosh Fernando1, Martin Cohen, Frans Henskens. 1. Hunter New England Local Health District, and School of Electrical Engineering and Computer Science, University of Newcastle, Callaghan, NSW, Australia. irosh.fernando@uon.edu.au
Abstract
OBJECTIVE: Clinical reasoning in psychiatry may be considered to be more challenging than in other branches of medicine because of its highly subjective nature. The literature on systematic approaches to the teaching of clinical reasoning in psychiatry is lacking, and we propose an approach that may assist educators and learners. METHOD: A systematic approach with a theoretical underpinning in logical inferences will be proposed as a teaching and learning tool. CONCLUSION: This paper complements our previous paper on psychiatric case formulation and expands our model of a theoretical framework for diagnostic reasoning and case formulation in psychiatry. Our approach also serves as a tool to assist in integrating the diverse clinical knowledge base in psychiatry.
OBJECTIVE: Clinical reasoning in psychiatry may be considered to be more challenging than in other branches of medicine because of its highly subjective nature. The literature on systematic approaches to the teaching of clinical reasoning in psychiatry is lacking, and we propose an approach that may assist educators and learners. METHOD: A systematic approach with a theoretical underpinning in logical inferences will be proposed as a teaching and learning tool. CONCLUSION: This paper complements our previous paper on psychiatric case formulation and expands our model of a theoretical framework for diagnostic reasoning and case formulation in psychiatry. Our approach also serves as a tool to assist in integrating the diverse clinical knowledge base in psychiatry.
Entities:
Keywords:
clinical reasoning; diagnostic formulation; diagnostic reasoning; psychiatric case formulation