To facilitate the supervision of clinical reasoning at the bedside, we propose five priority items to observe and discuss with students: their very first diagnostic hypotheses, their overall representation of the problem, their search for discriminating clinical findings, their justification for the decisions made, and their uncertainties. Two educational tools are suggested to facilitate the expression of clinical reasoning and to ensure its followup: SNAPPS and the educational prescription.
What is already known about the topic?
Evidence-based findings from health professions education are useful to guide the content and process of supervising the students clinical reasoning at the bedside.
What does this article bring up for us?
Based on these findings, practical advice and educational tools are suggested for students and supervisors.
Key words
Supervision, clinical reasoning