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Clinical problem solving (CPS) as a teaching strategy: a 'dual teacher' approach
Paul Finucane1, Maria Crotty, Philip Henschke
1Medical Council of Ireland.
Medical Teacher
|July 6, 2002
Summary
Clinical-Problem Solving (CPS) offers a resource-efficient alternative to traditional Problem-Based Learning (PBL). This innovative teaching strategy provides a dynamic, problem-solving approach to clinical education with significantly reduced resource requirements.
Area of Science:
- Medical Education
- Pedagogy
- Clinical Training
Background:
- Traditional Problem-Based Learning (PBL) requires substantial resources.
- A need exists for adaptable, resource-conscious clinical teaching methods.
Purpose of the Study:
- To introduce and describe the Clinical-Problem Solving (CPS) teaching strategy.
- To evaluate the strengths, weaknesses, and resource implications of CPS.
- To compare CPS with existing PBL methodologies.
Main Methods:
- Development of a novel teaching strategy, Clinical-Problem Solving (CPS).
- Description of the CPS approach, drawing on existing pedagogical concepts.
- Qualitative assessment of CPS through author experience and perceived attributes.
Main Results:
- CPS provides a dynamic and adaptable learning environment.
- CPS significantly reduces resource requirements compared to PBL (e.g., 18 teacher hours vs. 300 tutor hours).
- CPS saves student time and classroom space.
Conclusions:
- Clinical-Problem Solving (CPS) is a viable, resource-efficient alternative for clinical teaching.
- CPS complements, rather than replaces, Problem-Based Learning (PBL).
- The CPS approach offers a flexible model for diverse educational settings.