of clinical guidelines is the reality of a lot of health practioners. They know what to do but they don’t necessarily know why. It seems that experience and clinical reasoning skills to make appropriate decision in a situation is not anymore required.
Yet, clinical reasonning is considered as a major competence of any health care professional. The presentation will be an occasion to define the components of clinical reasoning, explore different processes and give an overview of issues related to the formation in clinical setting : observe, evaluate and supervise the process, identify weakness/difficulties, strategies of remediations, stimulate the student to improve clinical reasoning, utilisation of SNAPPS and the one minute preceptor. We will review types of common bias that are the origin of errors of diagnosis, and examples of responses from the preceptor to facilitate, encourage and promote effective clinical reasoning.
In a context where midwifery is considered as a key for maternal and child health, the importance of learning and mastering clinical reasoning skills is essential to envision a strong and autonomous profession.
Bowen, J. L. (2006). Educational strategies to promote clinical diagnostic reasoning. The New England Journal of Medi- cine, 355, 2217-2225.
Jefford, E., 2014. The Midwife and Decision-Making Processes: Integration into
Clinical Practice. LAP Lambert, Germany.
Céline Lemay, Sage-femme, PhD
October 2018

Decision Making in Clinical Settings: The Importance of Clinical Reasoning Skills