Dialogic approaches to clinical reasoning: Understanding the role of educational technologies in health professions education

Abstract

In a historically brief period, health professions educators supporting learning in campus-based curricula have rapidly responded to the restrictions of on-campus modes resulting from the COVID-19 pandemic. In the past year, many have capitalized on early innovations with educational technologies in developing online and blended courses. If we continue with the premise that clinical teacher presence and dialogic pedagogies will remain central to educating health professions students, we must consider how these approaches will transform post-COVID-19 education. In this brief presentation, I will share my team’s research into the role of educational technologies and dialogic pedagogic designs in inquiry-based HPE programs. The results of these Interactional Ethnographies seek to inform post-COVID curriculum designs that can enhance human connection and support HPE novices in developing clinical reasoning.