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引用本文的文献

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3
A scoping review of clinical reasoning research with Asian healthcare professionals.亚洲医护专业人员临床推理研究的范围综述。
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4
Five decades of research and theorization on clinical reasoning: a critical review.临床推理的五十年研究与理论化:批判性综述
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Ethics Simulation in Global Health Training (ESIGHT).全球健康培训中的伦理模拟(ESIGHT)。
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Development and psychometrics of script concordance test (SCT) in midwifery.助产领域中脚本一致性测试(SCT)的开发与心理测量学
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Evidence in clinical reasoning: a computational linguistics analysis of 789,712 medical case summaries 1983-2012.临床推理中的证据:对1983年至2012年789,712份医学病例摘要的计算语言学分析
BMC Med Inform Decis Mak. 2015 Mar 21;15:19. doi: 10.1186/s12911-015-0136-8.

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Minimum essential requirements and standards in medical education.医学教育的最低基本要求和标准。
Med Teach. 2000;22(6):555-9. doi: 10.1080/01421590050175514.
2
Clinical reasoning and critical thinking.临床推理与批判性思维。
Rev Lat Am Enfermagem. 2010 Jan-Feb;18(1):124-9. doi: 10.1590/s0104-11692010000100019.
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Current trends in developing medical students' critical thinking abilities.培养医学生批判性思维能力的当前趋势。
Kaohsiung J Med Sci. 2008 Jul;24(7):341-55. doi: 10.1016/S1607-551X(08)70131-1.
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The Bar-On model of emotional-social intelligence (ESI).巴昂情绪-社会智力(ESI)模型。
Psicothema. 2006;18 Suppl:13-25.
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Research in clinical reasoning: past history and current trends.临床推理研究:过去的历史与当前趋势。
Med Educ. 2005 Apr;39(4):418-27. doi: 10.1111/j.1365-2929.2005.02127.x.
6
Convergent, discriminant, and incremental validity of competing measures of emotional intelligence.情商竞争测量方法的聚合效度、区分效度和增量效度。
Pers Soc Psychol Bull. 2003 Sep;29(9):1147-58. doi: 10.1177/0146167203254596.
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The CIP (comprehensive integrative puzzle) assessment method.CIP(综合整合拼图)评估方法。
Med Teach. 2003 Mar;25(2):171-6. doi: 10.1080/0142159031000092571.
8
Assessing clinical reasoning: a method to monitor its development in a PBL curriculum.评估临床推理能力:一种监测其在基于问题的学习课程中发展的方法。
Med Teach. 2002 Sep;24(5):507-15. doi: 10.1080/01421590220145743.
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Assessing the ACGME general competencies: general considerations and assessment methods.评估美国毕业后医学教育认证委员会的总体能力:一般考量与评估方法
Acad Emerg Med. 2002 Nov;9(11):1278-88. doi: 10.1111/j.1553-2712.2002.tb01588.x.
10
Learning objectives for medical student education--guidelines for medical schools: report I of the Medical School Objectives Project.医学生教育学习目标——医学院校指南:医学院校目标项目报告I
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哪些变量会影响临床推理?

What variables can influence clinical reasoning?

作者信息

Ashoorion Vahid, Liaghatdar Mohammad Javad, Adibi Peyman

机构信息

Department of Educational Sciences, School of Educational Sciences and Psychology, Isfahan University, Medical Education Research Center, Isfahan, Iran.

出版信息

J Res Med Sci. 2012 Dec;17(12):1170-5.

PMID:23853636
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3703170/
Abstract

BACKGROUND

Clinical reasoning is one of the most important competencies that a physician should achieve. Many medical schools and licensing bodies try to predict it based on some general measures such as critical thinking, personality, and emotional intelligence. This study aimed at providing a model to design the relationship between the constructs.

MATERIALS AND METHODS

Sixty-nine medical students participated in this study. A battery test devised that consist four parts: Clinical reasoning measures, personality NEO inventory, Bar-On EQ inventory, and California critical thinking questionnaire. All participants completed the tests. Correlation and multiple regression analysis consumed for data analysis.

RESULTS

There is low to moderate correlations between clinical reasoning and other variables. Emotional intelligence is the only variable that contributes clinical reasoning construct (r=0.17-0.34) (R(2) chnage = 0.46, P Value = 0.000).

CONCLUSION

Although, clinical reasoning can be considered as a kind of thinking, no significant correlation detected between it and other constructs. Emotional intelligence (and its subscales) is the only variable that can be used for clinical reasoning prediction.

摘要

背景

临床推理是医生应具备的最重要能力之一。许多医学院校和执照颁发机构试图基于批判性思维、个性和情商等一些通用指标来预测临床推理能力。本研究旨在提供一个模型来设计这些构念之间的关系。

材料与方法

69名医学生参与了本研究。设计了一套包含四个部分的综合测试:临床推理测量、人格新大五问卷、巴昂情商问卷和加利福尼亚批判性思维问卷。所有参与者完成了测试。采用相关性分析和多元回归分析进行数据分析。

结果

临床推理与其他变量之间存在低到中等程度的相关性。情商是唯一对临床推理构念有贡献的变量(r = 0.17 - 0.34)(R²变化 = 0.46,P值 = 0.000)。

结论

虽然临床推理可被视为一种思维方式,但未发现它与其他构念之间存在显著相关性。情商(及其子量表)是唯一可用于预测临床推理的变量。