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<p>Clinical reasoning is a fundamental aspect of providing effective and safe clinical care, yet it remains a challenging concept to teach in the clinical setting. Drawing parallels to Sherlock Holmes’ deductive reasoning, this article explores how Holmes’ techniques can make clinical reasoning more tangible for learners. Unlike algorithmic steps, clinical reasoning involves complex cognitive processes. By highlighting key concepts through Sherlockian maxims, this article aims to enhance the understanding and teaching of clinical reasoning.</p>

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Case Not Closed: The Sherlockian Approach—A Powerful Tool to Teach Clinical Reasoning

  • 期刊论文

  • 发表日期：

    2026年1月23日

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  • Sherine Salib

摘要

Clinical reasoning is a fundamental aspect of providing effective and safe clinical care, yet it remains a challenging concept to teach in the clinical setting. Drawing parallels to Sherlock Holmes’ deductive reasoning, this article explores how Holmes’ techniques can make clinical reasoning more tangible for learners. Unlike algorithmic steps, clinical reasoning involves complex cognitive processes. By highlighting key concepts through Sherlockian maxims, this article aims to enhance the understanding and teaching of clinical reasoning.