Education of clinical reasoning in patients with multimorbidity: a scoping review and perspectives for technology-enhanced learning

Multimorbidity is defined as the co-existence of two or more chronic diseases in a patient, and it is increasing in prevalence. This condition poses new problems for clinical reasoning. Few studies inquire regarding the construct of reasoning in multimorbidity and the teaching/learning methods. The objectives of this scoping review were searching for a definition of the construct of clinical reasoning in multimorbidity and the related learning methods, and special ways in which information technology can help. We searched PubMed, Scopus, ERIC and CORE databases. After an iterative process of selection and thematic analysis, we selected 30 articles, that were thematized in three classes: the multimorbid patient as a teacher (8 articles), defining a framework of competence (11 articles), representing multimorbidity and related clinical reasoning (11 articles). In this last theme were also grouped studies using technology to enhance learning. The construct of clinical reasoning in multimorbidity expands over three domains: clinical (including managing uncertainty, anticipating, and detecting evolutions and conflicting guidelines, and setting priorities); relational (concerning communicating uncertainty and developing a feasible, shared plan of care with the patient; organizational) (managing the wide system of resources needed to take care of a multimorbid patient). The preferred teaching methods are based on the encounter with real or expert patients, technology enhanced case-based learning and graphical representations of clinical cases. Perspectives of research should be addressed to permit the learner to experience a patient's life-long experience by moving forward and back over time while exploring interactions among diseases and social determinants with respect to possibly conflicting treatments. Perspectives on rich, technology-enhanced simulations should be researched.