Clinical Reasoning / Expertise

Publications by CHES Members on Clinical Reasoning / Expertise:

• Fostering Adaptive Expertise Through Simulation

  Clarke SO, Ilgen JS, Regehr G. Fostering Adaptive Expertise Through Simulation. Academic Medicine. 2023 Sep 1;98(9):994-1001.

• Transitioning to Telehealth: The Multifaceted Impact of a Midcareer Transition in Practice

  Stoynova V, Eva KW. Transitioning to Telehealth: The Multifaceted Impact of a Midcareer Transition in Practice. Academic Medicine. 2023 May 25;98(6):736-742.

• Exploring the development of adaptive expertise through the lens of threshold concepts

  Betinol E, Murphy S, Regehr G. Exploring the development of adaptive expertise through the lens of threshold concepts. Medical Education. 2023 Feb;57(2):142-150.

• Modeling Diagnostic Expertise in Cases of Irreducible Uncertainty: The Decision-Aligned Response Model

  Pusic MV, Cook DA, Friedman JL, Lorin JD, Rosenzweig BP, Tong CK, Smith S, Lineberry M, Hatala R. Modeling Diagnostic Expertise in Cases of Irreducible Uncertainty: The Decision-Aligned Response Model. Academic Medicine. 2022 Dec 22;98(1):88-97.

• Normalizing Normal in Medical Education: A Call to Action

  Kale M, Regehr G, McQuillan S, Nelson K. Normalizing Normal in Medical Education: A Call to Action. Journal of Pediatric and Adolescent Gynecology. 2022 Dec 1;35(6):612-613.

• Is uncertainty tolerance an epiphenomenon?

  Ilgen JS, Watsjold BK, Regehr G. Is uncertainty tolerance an epiphenomenon? Medical Education. 2022 Dec;56(12):1150-1152.

• An Ecological Account of Clinical Reasoning

  Watsjold BK, Ilgen JS, Regehr G. An ecological account of clinical reasoning. Academic Medicine. 2022 Nov 1;97(11S):S80-86.

• Does Walking Help to Generate a Differential Diagnosis?

  Kaminska ME, Rikers RM. Does Walking Help to Generate a Differential Diagnosis? Teaching and Learning in Medicine. 2022 Mar 15;34(2):178-186.

• Skeptical self-regulation: resident experiences of uncertainty about uncertainty

  Ilgen JS, Regehr G, Teunissen PW, Sherbino J, de Bruin AB. Skeptical self‐regulation: Resident experiences of uncertainty about uncertainty. Medical Education. 2021 Jun;55(6):749-757.

• Does walking improve diagnosis of skin conditions at varying levels of medical expertise?

  Kaminska ME, Rikers RM. Does walking improve diagnosis of skin conditions at varying levels of medical expertise? Advances in Health Sciences Education. 2021 May;26(2):405-416.

• Warning bells: How clinicians leverage their discomfort to manage moments of uncertainty

  Ilgen JS, Teunissen PW, de Bruin AB, Bowen JL, Regehr G. Warning bells: how clinicians leverage their discomfort to manage moments of uncertainty. Medical Education. 2021 Feb;55(2):233-241.

• “I Was Worried About the Patient, but I Wasn’t Feeling Worried”: How Physicians Judge Their Comfort in Settings of Uncertainty

  Ilgen JS, Bowen JL, de Bruin AB, Regehr G, Teunissen PW. “I was worried about the patient, but I wasn’t feeling worried”: how physicians judge their comfort in settings of uncertainty. Academic Medicine. 2020 Nov 1;95(11S):S67-72.

• Comfort with uncertainty: reframing our conceptions of how clinicians navigate complex clinical situations.

  Ilgen JS, Eva KW, de Bruin A, Cook DA, Regehr G. Comfort with uncertainty: reframing our conceptions of how clinicians navigate complex clinical situations. Advances in Health Sciences Education. 2019 Oct;24(4):797-809.

• Situational cues surrounding family physicians seeking external resources while self-monitoring in practice.

  Lee L, King G, Freeman T, Eva KW. Situational cues surrounding family physicians seeking external resources while self-monitoring in practice. Advances in Health Sciences Education. 2019 Oct;24(4):783-796.

• The key-features approach to assess clinical decisions: validity evidence to date

  Bordage G, Page G. The key-features approach to assess clinical decisions: validity evidence to date. Advances in Health Sciences Education. 2018 Dec;23(5):1005-1036.

• Constructing critical thinking in health professional education

  Kahlke R, Eva K. Constructing critical thinking in health professional education. Perspectives on medical education. 2018 Jun;7(3):156-165.

• Reformulations of practice: beyond experience in paramedic airway management

  Mausz J, Donovan S, McConnell M, Lapalme C, Webb A, Feres E, Tavares W. Reformulations of practice: beyond experience in paramedic airway management. Canadian Journal of Emergency Medicine. 2017 Jul;19(4):293-304.

• Clinical reasoning and threshold concepts

  Ma C, Tabarsi N, Chen L. Clinical reasoning and threshold concepts. Academic Medicine. 2017 Apr 1;92(4):426.

• From problem solving to problem definition: scrutinizing the complex nature of clinical practice.

  Cristancho S, Lingard L, Regehr G. From problem solving to problem definition: scrutinizing the complex nature of clinical practice. Perspectives on Medical Education. 2017 Feb;6(1):54-57.

• The Impact of Emotion on Learners’ Application of Basic Science Principles to Novel Problems.

  McConnell MM, Monteiro S, Pottruff MM, Neville A, Norman GR, Eva KW, Kulasegaram K. The impact of emotion on learners’ application of basic science principles to novel problems. Academic Medicine. 2016 Nov 1;91(11):S58-63.

• What’s in a Label? Is Diagnosis the Start or the End of Clinical Reasoning?

  Ilgen JS, Eva KW, Regehr G. What’s in a label? Is diagnosis the start or the end of clinical reasoning? Journal of general internal medicine. 2016 Apr;31(4):435-437.

• Planning to avoid trouble in the operating room: experts’ formulation of the preoperative plan

  Zilbert NR, St-Martin L, Regehr G, Gallinger S, Moulton CA. Planning to avoid trouble in the operating room: experts’ formulation of the preoperative plan. Journal of Surgical Education. 2015 Mar 1;72(2):271-277.

• Reflecting upon reflection in diagnostic reasoning

  Ilgen JS, Bowen JL, Eva KW. Reflecting upon reflection in diagnostic reasoning. Academic Medicine. 2014 Sep 1;89(9):1195-1196.

• Reexamining our bias against heuristics

  McLaughlin K, Eva KW, Norman GR. Reexamining our bias against heuristics. Advances in Health Sciences Education. 2014 Aug;19(3):457-464.

• In reply to Mamede and Schmidt

  Ilgen JS, Bowen JL, Eva KW. In Reply to Mamede and Schmidt. Academic Medicine. 2014 Jul 1;89(7):960.

• Concepts in critical thinking applied to caries risk assessment in dental education

  Guzman‐Armstrong S, Warren JJ, Cunningham‐Ford MA, von Bergmann H, Johnsen DC. Concepts in critical thinking applied to caries risk assessment in dental education. Journal of dental education. 2014 Jun;78(6):914-920.

• Assessing diagnostic reasoning: a consensus statement summarizing theory, practice, and future needs

  Ilgen JS, Humbert AJ, Kuhn G, Hansen ML, Norman GR, Eva KW, Charlin B, Sherbino J. Assessing diagnostic reasoning: a consensus statement summarizing theory, practice, and future needs. Academic Emergency Medicine. 2012 Dec;19(12):1454-1461.

• Renowned physicians’ perceptions of expert diagnostic practice

  Mylopoulos M, Lohfeld L, Norman GR, Dhaliwal G, Eva KW. Renowned physicians’ perceptions of expert diagnostic practice. Academic Medicine. 2012 Oct 1;87(10):1413-1417.

• “First, do no harm”: balancing competing priorities in surgical practice

  Leung A, Luu S, Regehr G, Murnaghan ML, Gallinger S, Moulton CA. “First, do no harm”: balancing competing priorities in surgical practice. Academic Medicine. 2012 Oct 1;87(10):1368-1374.

• Clinical reasoning in dentistry: a conceptual framework for dental education

  Khatami S, MacEntee MI, Pratt DD, Collins JB. Clinical reasoning in dentistry: a conceptual framework for dental education. Journal of Dental Education. 2012 Sep;76(9):1116-1128.

• Exploring residents’ perceptions of expertise and expert development

  Mylopoulos M, Regehr G, Ginsburg S. Exploring residents’ perceptions of expertise and expert development. Academic Medicine. 2011 Oct 1;86(10):S46-49.

• Modern conceptions of elite medical practice among internal medicine faculty members

  Eva KW, Lohfeld L, Dhaliwal G, Mylopoulos M, Cook DA, Norman GR. Modern conceptions of elite medical practice among internal medicine faculty members. Academic Medicine. 2011 Oct 1;86(10):S50-54.

• Adjusting our lens: can developmental differences in diagnostic reasoning be harnessed to improve health professional and trainee assessment?

  Ilgen JS, Bowen JL, Yarris LM, Fu R, Lowe RA, Eva K. Adjusting our lens: can developmental differences in diagnostic reasoning be harnessed to improve health professional and trainee assessment? Academic Emergency Medicine. 2011 Oct;18:S79-86.

• Putting the expert together again

  Mylopoulos M, Regehr G. Putting the expert together again. Medical Education. 2011 Sep;45(9):920-926.

• Slowing down to stay out of trouble in the operating room: remaining attentive in automaticity

  Moulton CA, Regehr G, Lingard L, Merritt C, MacRae H. Slowing down to stay out of trouble in the operating room: remaining attentive in automaticity. Academic Medicine. 2010 Oct 1;85(10):1571-1577.

• How clinical features are presented matters to weaker diagnosticians

  Eva KW, Wood TJ, Riddle J, Touchie C, Bordage G. How clinical features are presented matters to weaker diagnosticians. Medical education. 2010 Aug;44(8):775-785.

• Swapping horses midstream: factors related to physicians’ changing their minds about a diagnosis

  Eva KW, Link CL, Lutfey KE, McKinlay JB. Swapping horses midstream: factors related to physicians’ changing their minds about a diagnosis. Academic medicine: journal of the Association of American Medical Colleges. 2010 Jul;85(7):1112.