Designing a model of clinical reasoning competencies for medical students

Medical disciplines are complex and difficult professions that use their special sciences and skills to promote physical, mental and social health. Clinical reasoning is one of the main competencies of a physician that medicine students must achieve this before being eligible in medicine. Therefore, the main purpose of this study was to design a model of clinical reasoning competencies for medical students with meta-combination approach. This qualitative study was conducted using the six-step method of Sandloski and Barroso (2007). The meta-combination team consisted of a physician and three curriculum specialists who were proficient in the meta-combination research method. 18 related research sources were used as the basis for the analysis, which resulted in the extraction of 34 basic themes. Data validation was verified using validation and transferability techniques through researchers' self-review and data alignment, and reliability was accurately guided to the process of data collection and researcher alignment. Based on the research results, the eight main themes of diagnosing the disease, applying knowledge, paying attention to the patient's signs and symptoms, making the right decisions, converting patient information into medical information (diagnostic reasoning), problem solving (clinical reasoning analysis), taking a history of patient and physical examination and interpretation of diagnostic tests are factors in the pattern of clinical reasoning competencies of medical students, which are very important in this regard. In general, the findings of this article showed that it is necessary to consider clinical reasoning skills as thought processes used by physicians in formulating appropriate questions and diagnoses, so it is essential to provide quality health care.