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April 17, 2026BMC Medical EducationOpen Access

Teaching clinical reasoning in medical education: qualitative insights from educators at two UK universities

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Authors

CHClaire HemingwayImperial College LondonGLGeorge LamImperial College LondonLBLaksha BalaImperial College Healthcare NHS Trust

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Implication

Qualitative study explores educators' perceptions of clinical reasoning in medical education, suggesting curriculum improvements.

Key Points

  • The study aims to understand educators' insights and perceptions regarding teaching clinical reasoning in medical curricula.
  • Conducted semi-structured interviews with 15 medical clerkship supervisors
  • Explored understanding and teaching experiences of clinical reasoning
  • Used reflexive thematic analysis to identify key themes
  • Educators view clinical reasoning as a complex cognitive operation crucial for effective decision making
  • Key themes include the need for integrated curricula, explicit instruction, and structured faculty development
  • Challenges identified include time constraints, institutional culture, and variable student engagement

Cite This Study

Hemingway et al. (2026) studied this question.

synapsesocial.com/papers/69e1ce065cdc762e9d85726fhttps://doi.org/10.1186/s12909-026-09037-6
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