A poster examining the challenges and common themes across teaching clinical reasoning as well as the difficulties of engaging students during time-limited ad hoc clinical encounters such as the ward round or being on-call. We first explore the process of clinical reasoning, the dual theory of how we acquire it as well as the barriers to do so. Two models are proposed to facilitate the development of reasoning skills; iterative hypothesis testing (Kassirer, 1983) as well as clinical coaching of reasoning within a skill framework (Linn et al, 2012). We then examine the obstacles in teaching ‘on the run’ during ward rounds or ad hoc encounters. We first explore the 'traditional model' of teaching within this setting before highlighting two rapid teaching models to facilitate active learning conversations; One Minute Preceptor Method (Neher et al, 1992) as well as the SNAPPS model (Wolpaw et al, 2003). Common themes across the methods explored focus upon the need to verbalise reasoning, promote higher level abstraction amongst students with illness scripts and semantic qualifiers and teach knowledge in ways that are clinically relevant and therefore accessible with a focus on problem solving beyond fact recall.
David Sterling, St Georges University, United Kingdom