House-Kokan and Jetha Article
The article presents this many Clinical Thinking Tools
What is five? (House-Kokan & Jetha, 2024)
Asking “What do these assessment findings mean?” is a way to explore this.
What is interpretation? (House-Kokan & Jetha, 2024; Levett-Jones et al., 2010)
This teaching approach adjusts support to the learner’s needs.
What is scaffolding? (Coffman et al., 2023; Sanders & Welk, 2005)
Tanner’s model includes noticing, interpreting, responding, and this fourth component.
What is reflecting? (Source: Tanner, 2006)
This takes priority when a patient needs immediate help.
What is patient safety? (Earle-Foley et al., 2012)
The tools help educators explore this behind a learner’s chosen action.
What is clinical reasoning? (House-Kokan & Jetha, 2024)
Asking “Which concern should you address first?” explores this.
What is prioritization? (House-Kokan & Jetha, 2024; Levett-Jones et al., 2010)
This term describes the gap between what a learner can do alone and what they can do with guidance.
What is the zone of proximal development? (Sanders & Welk, 2005)
A learner identifies a change in the patient’s condition. This component is demonstrated.
What is noticing? (Tanner, 2006)
A learner recognizes their limitations and immediately asks for help. This demonstrates appropriate use of this behaviour.
What is help-seeking? (Kleijer et al., 2023)
This framework provides the foundation for the Clinical Thinking Tools.
What is the Situated Clinical Decision-Making Framework (SCDMF)? (House-Kokan & Jetha, 2024)
Asking “What could happen next?” encourages this type of thinking.
What is anticipatory thinking? (House-Kokan & Jetha, 2024)
An educator demonstrates how to interpret findings by explaining their thinking aloud.
What is modelling clinical reasoning? (Sanders & Welk, 2005)
A learner considers what the change might mean. This component is demonstrated.
What is interpreting? (Tanner, 2006)
Alongside discussing reasoning, educators use this to observe learners' performance in practice.
What is direct observation? (House-Kokan & Jetha, 2024; Kleijer et al., 2023)
The tools help educators identify these so teaching can match the learner.
What are learning needs? (House-Kokan & Jetha, 2024)
Asking “Why did you choose that action?” explores the learner’s reason, also called this.
What is the rationale? (House-Kokan & Jetha, 2024; Tanner, 2006)
This type of case study introduces information progressively.
What is an unfolding case study? (Coffman et al., 2023)
A learner takes appropriate action after identifying a concern. This component is demonstrated.
What is responding? (Tanner, 2006)
A learner still needs repeated guidance during patient care. The educator maintains an appropriate level of this.
What is supervision? (Kleijer et al., 2023)
The authors state that further research is needed to establish this about the tools.
What is their validity? (House-Kokan & Jetha, 2024)
Asking “Did your action have the intended effect?” explores this part of decision-making.
What is evaluation? (House-Kokan & Jetha, 2024; Tanner, 2006)
As a learner demonstrates improved performance, the educator gradually reduces this.
What is instructional support? (Coffman et al., 2023; Sanders & Welk, 2005)
After an encounter, a learner considers what went well and what to change next time.
What is reflecting on action? (Tanner, 2006)
Before reducing supervision, educators need further evidence of this across relevant clinical situations.
What is safe and consistent performance? (Kleijer et al., 2023; Sanders & Welk, 2005)