Journal articles: 'Clinical thinking'

1

Ernst, E. "Clinical Thinking." Focus on Alternative and Complementary Therapies 11, no. 4 (2010): 345. http://dx.doi.org/10.1111/j.2042-7166.2006.tb01462.x.

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WERNER, D. LEONARD. "Teaching Clinical Thinking." Optometry and Vision Science 66, no. 11 (1989): 788–92. http://dx.doi.org/10.1097/00006324-198911000-00011.

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Wells, Lloyd A. "Clinical thinking in psychiatry." Journal of Evaluation in Clinical Practice 21, no. 3 (2015): 514–17. http://dx.doi.org/10.1111/jep.12324.

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Secundy, Marian Gray. "Thinking about Clinical Ethics." American Journal of Bioethics 1, no. 4 (2001): 58–59. http://dx.doi.org/10.1162/152651601317139487.

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Tanner, Christine A. "More Thinking About Critical Thinking and Clinical Decision Making." Journal of Nursing Education 32, no. 9 (1993): 387. http://dx.doi.org/10.3928/0148-4834-19931101-03.

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Fein, Deborah. "Thoughtful People Thinking About People Thinking About Thinking People." Journal of the International Neuropsychological Society 12, no. 5 (2006): 759–60. http://dx.doi.org/10.1017/s1355617706220939.

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Social Neuroscience: People Thinking About Thinking People. John T. Cacioppo, Penny S. Visser, and Cynthia L. Pickett (Eds.). 2006. Cambridge, MA: The MIT Press, 328 pp., $45.00 (HB)Perhaps not since the flowering of clinical neuropsychology thirty years ago have we seen this sense of exhilaration about the emergence of a new field through the integration of existing disciplines. Clearly, these authors and thinkers feel the same excitement that could be felt when new collaborations were being forged among neurologists, psychiatrists, psychologists, and communication specialists in earlier decades. For the emerging field of social neuroscience, the parent fields include social psychology (see, for example, chapters on Race and Emotion, The Social Neuroscience of Stereotyping and Prejudice, Social and Physical Pain, and Animal Models of Human Attitudes), clinical neuropsychology (Neurological Substrates of Emotional and Social Intelligence: Evidence from Patients with Focal Brain Lesions), social cognition (Neural Substrates of Self Awareness, and three chapters bearing directly on Theory of Mind) and, of course, cognitive and basic neuroscience. Each chapter includes theoretical perspectives from multiple fields and reviews studies that use diverse techniques (including functional imaging, ERP, behavioral scales, lesion studies, developmental studies, and animal studies), although the book is very heavy on functional imaging data. As the editors acknowledge, animal and patient data are not represented in a thorough way.

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Cerullo, Josinete Aparecida da Silva Bastos, and Diná de Almeida Lopes Monteiro da Cruz. "Clinical reasoning and critical thinking." Revista Latino-Americana de Enfermagem 18, no. 1 (2010): 124–29. http://dx.doi.org/10.1590/s0104-11692010000100019.

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This study identifies and analyzes nursing literature on clinical reasoning and critical thinking. A bibliographical search was performed in LILACS, SCIELO, PUBMED and CINAHL databases, followed by selection of abstracts and the reading of full texts. Through the review we verified that clinical reasoning develops from scientific and professional knowledge, is permeated by ethical decisions and nurses’ values and also that there are different personal and institutional strategies that might improve the critical thinking and clinical reasoning of nurses. Further research and evaluation of educational programs on clinical reasoning that integrate psychosocial responses to physiological responses of people cared by nurses is needed.

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Semidotska, Z. D., I. A. Chernyakova, and I. S. Karmazina. "Clinical thinking and XXI century." Shidnoevropejskij zurnal vnutrisnoi ta simejnoi medicini 2016, no. 1 (2016): 100–103. http://dx.doi.org/10.15407/internalmed2016.01.100.

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Kraft, Irvin A., and Harvey Rosenstock. "Critical thinking in clinical practice." Journal of Behavior Therapy and Experimental Psychiatry 26, no. 2 (1995): 171. http://dx.doi.org/10.1016/0005-7916(95)90068-3.

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10

Dawes, R. "Representative thinking in clinical judgment." Clinical Psychology Review 6, no. 5 (1986): 425–41. http://dx.doi.org/10.1016/0272-7358(86)90030-9.

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Likhterman, L. B., A. D. Kravchuk, V. A. Okhlopkov, Sh Sh Éliava, and S. B. Iakovlev. "Clinical thinking of a neurosurgeon." Voprosy neirokhirurgii imeni N.N. Burdenko 78, no. 6 (2014): 68. http://dx.doi.org/10.17116/neiro201478668-79.

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Wulff, Henrik R. "Current Trends in Clinical Thinking." Acta Medica Scandinavica 213, no. 1 (2009): 3–4. http://dx.doi.org/10.1111/j.0954-6820.1983.tb03679.x.

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Stein, Theodore J. "Critical thinking in clinical practice." Children and Youth Services Review 13, no. 5-6 (1991): 441–43. http://dx.doi.org/10.1016/0190-7409(91)90032-d.

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Edel, Elizabeth Morell. "Critical Thinking and Clinical Judgment." AORN Journal 93, no. 4 (2011): 514–15. http://dx.doi.org/10.1016/j.aorn.2010.12.016.

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Jelly, Prasuna. "Management of Shoulder Dystocia: Critical Thinking in Clinical Decision Making." Journal of Nurse Midwifery and Maternal Health 2, no. 2 (2016): 109–13. http://dx.doi.org/10.21088/jnmmh.2454.7506.2216.12.

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Bresler, Jill. "Thinking about Obsessional Thinking: An Integrative Model." Psychoanalytic Inquiry 40, no. 6 (2020): 384–94. http://dx.doi.org/10.1080/07351690.2020.1782140.

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Martin, Juanita K., and Gordon C. Nagayama Hall. "Thinking Black, thinking internal, thinking feminist." Journal of Counseling Psychology 39, no. 4 (1992): 509–14. http://dx.doi.org/10.1037/0022-0167.39.4.509.

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Roberts, Debbie. "The clinical viva: An assessment of clinical thinking." Nurse Education Today 33, no. 4 (2013): 402–6. http://dx.doi.org/10.1016/j.nedt.2013.01.014.

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Victor-Chmil, Joyce. "Critical Thinking Versus Clinical Reasoning Versus Clinical Judgment." Nurse Educator 38, no. 1 (2013): 34–36. http://dx.doi.org/10.1097/nne.0b013e318276dfbe.

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Kendall, Philip C. "Healthy thinking." Behavior Therapy 23, no. 1 (1992): 1–11. http://dx.doi.org/10.1016/s0005-7894(05)80304-1.

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21

Ransohoff, Richard M. "“Thinking without thinking” about natalizumab and PML." Journal of the Neurological Sciences 259, no. 1-2 (2007): 50–52. http://dx.doi.org/10.1016/j.jns.2006.04.011.

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Ratner, G. L. "Development of clinical thinking in students." Kazan medical journal 50, no. 4 (2022): 95–98. http://dx.doi.org/10.17816/kazmj104019.

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The successes achieved by medicine in recent years are undoubtedly associated with the introduction of a significant number of new laboratory and instrumental diagnostic research methods. The desire of scientists and doctors to make medicine a more accurate science is quite natural and natural. However, often at the same time, voluntarily or involuntarily, traditional methods of subjective and objective examination of the patient are pushed into the background.

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23

Motomura, Satoru. "Neuropsychological thinking at everyday clinical practice." Rinsho Shinkeigaku 54, no. 12 (2014): 1089–91. http://dx.doi.org/10.5692/clinicalneurol.54.1089.

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Sanchez‐Cardenas, Michel. "Clinical applications of Matte Blanco's thinking." International Journal of Psychoanalysis 97, no. 6 (2016): 1547–73. http://dx.doi.org/10.1111/1745-8315.12515.

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Shoulders, Bridget, Corrinne Follett, and Joyce Eason. "Enhancing Critical Thinking in Clinical Practice." Dimensions of Critical Care Nursing 33, no. 4 (2014): 207–14. http://dx.doi.org/10.1097/dcc.0000000000000053.

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Quinn, Kevin, Dawn Weimar, Jeffrey Gray, and Bud Davies. "Thinking About Clinical Outcomes in Medicaid." Journal of Ambulatory Care Management 39, no. 2 (2016): 125–35. http://dx.doi.org/10.1097/jac.0000000000000130.

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Oermann, Marilyn H. "Evaluating Critical Thinking in Clinical Practice." Nurse Educator 22, no. 5 (1997): 25–28. http://dx.doi.org/10.1097/00006223-199709000-00011.

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Liang, Fan-rong. "Thinking on clinical research of acupuncture." Chinese Journal of Integrative Medicine 13, no. 3 (2007): 168–69. http://dx.doi.org/10.1007/s11655-007-0168-8.

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29

Eby, Don. "Clinical Thinking, Evidence, Communication, and DecisionMaking." BMJ 333, no. 7577 (2006): 1076.1–1076. http://dx.doi.org/10.1136/bmj.39023.495914.59.

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Richards, Jeremy B., Margaret M. Hayes, and Richard M. Schwartzstein. "Teaching Clinical Reasoning and Critical Thinking." Chest 158, no. 4 (2020): 1617–28. http://dx.doi.org/10.1016/j.chest.2020.05.525.

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31

Tresan, David. "Thinking individuation forward." Journal of Analytical Psychology 52, no. 1 (2007): 17–40. http://dx.doi.org/10.1111/j.1468-5922.2007.00638.x.

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32

Scult, Matthew A., Annchen R. Knodt, Johnna R. Swartz, Bartholomew D. Brigidi, and Ahmad R. Hariri. "Thinking and Feeling." Clinical Psychological Science 5, no. 1 (2016): 150–57. http://dx.doi.org/10.1177/2167702616654688.

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Calculating math problems from memory may seem unrelated to everyday processing of emotions, but they have more in common than one might think. Prior research highlights the importance of the dorsolateral prefrontal cortex (dlPFC) in executive control, intentional emotion regulation, and experience of dysfunctional mood and anxiety. Although it has been hypothesized that emotion regulation may be related to “cold” (i.e., not emotion-related) executive control, this assertion has not been tested. We address this gap by providing evidence that greater dlPFC activity during cold executive control is associated with increased use of cognitive reappraisal to regulate emotions in everyday life. We then demonstrate that in the presence of increased life stress, increased dlPFC activity is associated with lower mood and anxiety symptoms and clinical diagnoses. Collectively, our results encourage ongoing efforts to understand prefrontal executive control as a possible intervention target for improving emotion regulation in mood and anxiety disorders.

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33

Andrade, Raquel P., Susana Pascoal, and Isabel Palmeirim. "Thinking clockwise." Brain Research Reviews 49, no. 2 (2005): 114–19. http://dx.doi.org/10.1016/j.brainresrev.2005.03.008.

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34

AUERSWALD, EDGAR H. "Thinking About Thinking in Family Therapy." Family Process 24, no. 1 (1985): 1–12. http://dx.doi.org/10.1111/j.1545-5300.1985.00001.x.

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Edward Elder. "Thinking About “Thinking About Our Work: Case Presentations”." Group 38, no. 2 (2014): 157. http://dx.doi.org/10.13186/group.38.2.0157.

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36

Houff, Sidney, and Joseph R. Berger. "Reply to “‘Thinking without thinking’ about natalizumab and PML”." Journal of the Neurological Sciences 264, no. 1-2 (2008): 198–99. http://dx.doi.org/10.1016/j.jns.2007.09.019.

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Saketopoulou, Avgi. "Thinking psychoanalytically, thinking better: Reflections on transgender." International Journal of Psychoanalysis 101, no. 5 (2020): 1019–30. http://dx.doi.org/10.1080/00207578.2020.1810884.

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38

Kleiger, James H., and Irving B. Weiner. "Autistic Thinking." Rorschachiana 40, no. 2 (2019): 131–50. http://dx.doi.org/10.1027/1192-5604/a000117.

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Abstract. Autistic thinking and its manifestations in Rorschach responses have long been of interest to students of psychopathology and practitioners of personality assessment. However, the precise nature of autistic thinking has not always been adequately grasped, nor have its diagnostic implications been fully appreciated. The present report clarifies the concept of autistic thinking and distinguishes it from current conceptions of autism; it elaborates the mental processes involved in autistic thinking; it considers linkages between the clinical conceptualization of autistic thinking and research findings from related fields; it delineates criteria for identifying and coding autistic thinking in Rorschach protocols; and it discusses the interpretive significance and diagnostic implications of autistic Rorschach responses.

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39

Ying, ZHAI, JIANG Ping, ZHU LiQin, JIANG Yuan, and TIAN XueFei. "Role of clinical thinking in pharmaceutical practice by clinical pharmacists." Pharmaceutical Care and Research 14, no. 6 (2014): 421–24. http://dx.doi.org/10.5428/pcar20140607.

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Arzumanyan, Natalya Gennadyevna, and SvetlanaAnatolyevna Surovikina. "INTERRELATION OF NATURAL-SCIENCE AND CLINICAL THINKING." Pedagogical Education in Russia, no. 4 (2017): 18–24. http://dx.doi.org/10.26170/po17-04-03.

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41

Makulin, A. V., and A. S. Rubenko. "Philosophy, Logic and Visualization of Clinical Thinking." Общество: философия, история, культура, no. 2 (2021): 13–20. http://dx.doi.org/10.24158/fik.2021.2.1.

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42

Zhao, Qian, Zhangshun Shen, Hui Guo, and Jianguo Li. "Uncertainty of Clinical Thinking and Patient Safety." International Journal of Clinical Medicine 11, no. 08 (2020): 474–81. http://dx.doi.org/10.4236/ijcm.2020.118040.

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43

Neistadt, M. E. "Teaching Clinical Reasoning as a Thinking Frame." American Journal of Occupational Therapy 52, no. 3 (1998): 221–29. http://dx.doi.org/10.5014/ajot.52.3.221.

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44

Hamilton, Sarah. "Clinical decision making: thinking outside the box." Emergency Nurse 12, no. 6 (2004): 18–20. http://dx.doi.org/10.7748/en.12.6.18.s15.

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45

Tetenev, F. F. "Clinical thinking style in screening research settings." Kazan medical journal 70, no. 5 (1989): 321–22. http://dx.doi.org/10.17816/kazmj101218.

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When performing diagnostic actions in everyday life, the doctor does not think about why he does it so and not otherwise. The researcher is forced to think about his thinking style when the need arises to change it due to the objective processes of clinical diagnostic development. Among these we can mention the following: 1) intensification of examination (diagnosis is becoming more morphological); 2) increasing role of the functional component of clinical diagnosis, which plays a crucial role in the diagnosis of pre-disease and so-called borderline conditions; 3) formation of a new type of medical examination - screening; 4) use of the computer in diagnostics.

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O'Brien, Jennifer, and Marcel D'Eon. "Re-thinking clinical research training in residency." Canadian Medical Education Journal 5, no. 1 (2014): e58-e61. http://dx.doi.org/10.36834/cmej.36627.

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Background: There are good reasons to train clinician researchers, including a lack of translational and patient centered research, a decline in physicians choosing academic careers, the need for physicians who are able to critically appraise research, and accreditation requirements. However, why are we insisting that residents engage in original clinical research?Discussion: This paper is structured around three questions: 1) Is mandating original research the answer? 2) What ought to be the central purpose of research training? And 3) What are the alternatives to original clinical research? The successful development of clinician-scientists involves many more factors than resident research training. While invoking social accountability and public welfare, we argue for considering the opportunity cost of resident research training. We question the focus on original resident research and challenge medical educators to encourage research training aimed steadfastly at public good in the local setting. Finally, we offer preliminary suggestions for how to move forward.Conclusions: We conclude that medical educators should critically re-think our programs to develop resident researchers. If it is worthwhile to require original research projects during residency, then we must consider the priorities of local settings to best serve the public interest.

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47

Williams, Andrew N. "Thinking outside the box in clinical practice." Archives of disease in childhood - Education & practice edition 102, no. 6 (2017): 310–13. http://dx.doi.org/10.1136/archdischild-2017-313559.

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During difficult times we forget that as healthcare practitioners we are immensely privileged. We have a job, with regular work and generally don’t have to worry about putting food on our families’ table. But from a humanities perspective, we also have front row seats on the drama of life and no two days can be the same. Yet as we struggle to master our profession, the day to day realities of the job itself struggles to master us. If we become ‘too hard’ we may be fully competent yet fail to discharge our duties properly; however, should we become ‘too soft’, we may find ourselves not being able to discharge those duties at all. Striking that ‘happy’ balance is a decision we each make for ourselves every day during our decades of practice. For me, it has been necessary from the outset to include medical humanities within the clinico-medical perspective of daily practice. My definition of Medical Humanities will not only include medical history but also, stories, films and plays. This article relates some practices which I have found useful.

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48

Su, Whei Ming, Joyce Masoodi, and Marleen Kopp. "Teaching Critical Thinking in the Clinical Laboratory." Nursing Forum 35, no. 4 (2000): 30–35. http://dx.doi.org/10.1111/j.1744-6198.2000.tb01229.x.

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Kleiman, Evan M. "Suicidal thinking as a valuable clinical endpoint." EClinicalMedicine 23 (June 2020): 100399. http://dx.doi.org/10.1016/j.eclinm.2020.100399.

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50

Di Vito-Thomas, Pam. "IDENTIFYING CRITICAL THINKING BEHAVIORS IN CLINICAL JUDGMENTS." Journal for Nurses in Staff Development (JNSD) 16, no. 4 (2000): 174–80. http://dx.doi.org/10.1097/00124645-200007000-00007.

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Journal articles on the topic 'Clinical thinking'

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