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    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.