<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712018000100075</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v41n4RB20160079</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processos de Desenvolvimento do Raciocínio Clínico em Estudantes de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical Reasoning Development in Medical Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[José Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Silvana Maria Elói]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Rosa Malena Delbone de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade José do Rosário Vellano  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>1</numero>
<fpage>75</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712018000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712018000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712018000100075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O racioc&#237;nio cl&#237;nico se refere ao processo cognitivo, atrav&#233;s do qual, o m&#233;dico &#233; capaz de estabelecer o diagn&#243;stico correto e propor uma conduta adequada frente a um problema cl&#237;nico encontrado. Apesar da grande evolu&#231;&#227;o do conhecimento m&#233;dico ao longo dos tempos, a pr&#225;tica cl&#237;nica &#233; ainda hoje, muito dependente da habilidade profissional de elaborar um diagn&#243;stico correto e, a partir deste, definir a melhor conduta. Trabalhos recentes v&#234;m demonstrando que erros diagn&#243;sticos constituem fonte de doen&#231;as evit&#225;veis e morte, promovendo preju&#237;zos cl&#237;nicos e financeiros a pacientes, familiares e &#224; na&#231;&#227;o. As escolas m&#233;dicas e seus docentes t&#234;m o desafio de facilitar a aquisi&#231;&#227;o desta compet&#234;ncia pelos estudantes, pois, trata-se de um dos maiores atributos a ser desenvolvido durante o curso m&#233;dico. Nas &#250;ltimas tr&#234;s d&#233;cadas, os processos envolvidos no aprendizado e desenvolvimento do racioc&#237;nio cl&#237;nico v&#234;m sendo estudados e muito j&#225; se sabe sobre as fases envolvidas na forma&#231;&#227;o desta importante habilidade. Teorias e estudos cognitivos sobre a forma&#231;&#227;o e o uso da mem&#243;ria podem ser encontrados em diversas &#225;reas do conhecimento. No entanto, pouco material existe com uma discuss&#227;o direcionada para o ensino m&#233;dico. Este &#233; um dos objetivos deste artigo, apresentar uma revis&#227;o das principais teorias e pesquisas sobre os processos do desenvolvimento do racioc&#237;nio cl&#237;nico, fornecendo aos professores um material que permita a compreens&#227;o desta fascinante &#225;rea do ensino m&#233;dico. Espera-se assim, contribuir para a forma&#231;&#227;o docente, estimular o desenvolvimento da pesquisa em educa&#231;&#227;o m&#233;dica e fornecer subs&#237;dio t&#233;cnico para o planejamento de estrat&#233;gias instrucionais orientadas pelos princ&#237;pios do aprendizado do racioc&#237;nio cl&#237;nico. Para facilitar a compreens&#227;o, as teorias ser&#227;o apresentadas em t&#243;picos. No entanto, uma vez que o racioc&#237;nio cl&#237;nico &#233; uma atividade cognitiva complexa, &#233; importante lembrar que os mecanismos propostos em cada t&#243;pico apresentam fatores que se sobrep&#245;em e muitas vezes ocorrem simultaneamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Clinical reasoning refers to the cognitive process by which the physician is able to provide a correct diagnosis and appropriate treatment for a clinical problem. Despite the great medical knowledge evolution over the time, clinical practice is still very dependent on professional ability to make a correct diagnosis. Studies have shown that diagnostic errors are an important source of preventable diseases and death, promoting clinical and financial damage to patients, families and nation. Medical schools and teachers face the challenge of promoting the development of this competence in medical students as it is one of the greatest attributes to be developed during medical school. In the last three decades, the processes involved in learning and developing clinical reasoning have been studied and now much is known about the stages involved in the formation of this important skill. Theories and cognitive studies on memory building and function can be found in several areas of knowledge, however, little information exists with a discussion focused on medical education. The aim of this work is present a review of the main theories and researches on clinical reasoning, providing teachers with a comprehensive review that allows understanding this fascinating medical education area. It is hoped, to offer a contribution on medical education, providing medical teachers with technical material for planning their instructional strategies guided by clinical reasoning learning principles and stimulate research on medical education. To favor comprehension, the theories will be presented by topics, however, since clinical reasoning is a complex cognitive activity, it is important remember that the information proposed in each topic have factors that overlap and often occur simultaneously.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação médica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Diagnóstico clínico]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de medicina]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Clinical diagnosis]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
</kwd-group>
</article-meta>
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