Samuel Edelbring
Biographic Data
| ID | 7935864 |
|---|---|
| NAME | Samuel Edelbring |
| GIVEN NAMES | Samuel |
| FAMILY NAME | Edelbring |
| SIGNATURE | EDELBRING S |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-1110-0782 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Medical students’ perspectives on learning challenging patient communication through simulated patients
INTRODUCTION: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' refle…
Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula
Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient's unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for…
The need for longitudinal clinical reasoning teaching and assessment
Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment.Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worldwide and to identify needs and perceived barriers for teaching clinical reasoning to students and educators.Methods: A questionnai…
No prominent works on this page.
The need for longitudinal clinical reasoning teaching and assessment
Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment.Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worldwide and to identify needs and perceived barriers for teaching clinical reasoning to students and educators.Methods: A questionnai…
Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula
Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient's unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for…
Medical students’ perspectives on learning challenging patient communication through simulated patients
INTRODUCTION: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' refle…
Clinical Reasoning and Diagnostic Skills (3 works) · Curriculum (3 works) · Innovations in Medical Education (3 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Psychology (2 works) · Radiology practices and education (2 works) · Communication skills (1 work) · Computer Science (1 work)