Teaching clinical problem solving using literary examples

Area of Science:

• Medical Education
• Cognitive Science
• Literary Analysis

Background:

• Clinical reasoning is a complex skill, often challenged by ambiguous or irrelevant data in real-world medical scenarios.
• Effective teaching of clinical problem-solving requires systematic analytical approaches.
• Non-medical literature offers unique case histories that can stimulate critical thinking.

Purpose of the Study:

• To describe a novel method for teaching clinical reasoning.
• To demonstrate the utility of literary case studies in medical education.
• To evaluate the application of analyzing a non-medical narrative for clinical problem-solving skills.

Main Methods:

• Fourth-year medical students at Dalhousie University engaged with the poem 'Minerva Jones'.
• Students performed a systematic analysis of the narrative to identify clinical reasoning elements.
• The process involved applying problem-solving frameworks to a literary case history.

Main Results:

• The use of 'Minerva Jones' provided a thought-provoking platform for practicing systematic analysis.
• Students demonstrated an enhanced ability to dissect complex information and identify relevant clinical cues.
• The literary case study approach facilitated deeper engagement with clinical problem-solving principles.

Conclusions:

• Non-medical literature can serve as a valuable, innovative resource for medical education.
• Analyzing literary narratives enhances systematic thinking and clinical problem-solving skills in students.
• This approach offers a unique method to teach medical students how to manage confusing or irrelevant data.