A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students

Simon Downs, Amy Halls
Sunday, August 2, 2020

Aims: This study aimed to evaluate the ‘think aloud’ teaching exercise's ability to develop clinical reasoning skills of student paramedics, and to ascertain its feasibility as an ongoing method to enhance clinical reasoning teaching and potentially alleviate problems around applying theoretical learning to practice. Methods: A qualitative approach was taken to seek the opinions and experiences of students taking part in the activity to determine levels of enjoyment, how relatable it was to students, and awareness of the skills it was intended to develop. Data collected via an online survey tool were analysed to identify themes and comments. Findings: Student enjoyment and engagement were evident, and the exercise permitted independence of thought and working, promoting self-appraisal among students of the effectiveness of the working strategy. Conclusion: The results of this case study indicate that the think aloud exercise could be effective in developing students' clinical reasoning skills. It complements established teaching strategies, such as core lectures, seminars and supervised practice.

Subscribe to get full access to the Journal of Paramedic Practice

Thank you for vising the Journal of Paramedic Practice and reading our archive of expert clinical content. If you would like to read more from the only journal dedicated to those working in emergency care, you can start your subscription today for just £48.

CPD Focus

Reading the Journal of Paramedic Practice counts towards your professional development

Develop your career

We provide professional information dedicated to paramedics covering training, education and jobs

Stay informed

Get the latest clinical information to ensure you are aware of the latest think and best practice in paramedicne

Subscribe now

Already registered? - Sign in here