Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14110%2F24%3A00138478" target="_blank" >RIV/00216224:14110/24:00138478 - isvavai.cz</a>

Result on the web

<a href="https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06310-4" target="_blank" >https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06310-4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s12909-024-06310-4" target="_blank" >10.1186/s12909-024-06310-4</a>

Result language

angličtina

Original language name

Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing

Original language description

BackgroundDespite efforts to improve undergraduate clinical pharmacology &amp; therapeutics (CPT) education, prescribing errors are still made regularly. To improve CPT education and daily prescribing, it is crucial to understand how therapeutic reasoning works. Therefore, the aim of this study was to gain insight into the therapeutic reasoning process.MethodsA narrative literature review has been performed for literature on cognitive psychology and diagnostic and therapeutic reasoning.ResultsBased on these insights, The European Model of Therapeutic Reasoning has been developed, building upon earlier models and insights from cognitive psychology. In this model, it can be assumed that when a diagnosis is made, a primary, automatic response as to what to prescribe arises based on pattern recognition via therapy scripts (type 1 thinking). At some point, this response may be evaluated by the reflective mind (using metacognition). If it is found to be incorrect or incomplete, an alternative response must be formulated through a slower, more analytical and deliberative process, known as type 2 thinking. Metacognition monitors the reasoning process and helps a person to form new therapy scripts after they have chosen an effective therapy. Experienced physicians have more and richer therapy scripts, mostly based on experience and enabling conditions, instead of textbook knowledge, and therefore their type 1 response is more often correct.ConclusionBecause of the important role of metacognition in therapeutic reasoning, more attention should be paid to metacognition in CPT education. Both trainees and teachers should be aware of the possibility to monitor and influence these cognitive processes. Further research is required to investigate the applicability of these insights and the adaptability of educational approaches to therapeutic reasoning.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

30104 - Pharmacology and pharmacy

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

BMC Medical Education

ISSN

1472-6920

e-ISSN

1472-6920

Volume of the periodical

24

Issue of the periodical within the volume

1

Country of publishing house

GB - UNITED KINGDOM

Number of pages

14

Pages from-to

1-14

UT code for WoS article

001363453300004

EID of the result in the Scopus database

2-s2.0-85210161073