El razonamiento clínico con enfoque didáctico

Abstract

Clinical reasoning refers to a cognitive process that allows health professional establish diagnoses, decisions and define treatment plans. There are different conceptions about the clinical reasoning in the bibliography. The objective of this study is evaluating the available evidence in the literature on the clinical reasoning as a strategy for teaching, towards problem-solving, in the area of health. This review was conducted in the following databases: Timbo, SciELO, PubMed and Cochrane Library, without restrictions of year or type of study. The forms of reasoning are analyzed (analytical and not analytical) and a synthesis of tools and methodologies is presents as a didactic approach promote the student’s reasoning in the clinic practice. Learning is a constructive process that occurs when the teaching is useful and meaningful for the students and they are actively involved in the acquisition of their self-knowledge, relating what they are learning with knowledge and previous experiences. The conclusions certified that the different forms of reasoning contribute to final decisions that reach novice and expert, enabling to health professionals an effective process of clinical reasoning.