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From problem solving to problem definition: scrutinizing the complex nature of clinical practice
Sayra Cristancho1, Lorelei Lingard2, Glenn Regehr3
1Centre for Education Research & Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada. Sayra.Cristancho@schulich.uwo.ca.
Perspectives on Medical Education
|December 7, 2016
Summary
Medical education must shift from problem solving to problem definition to prepare clinicians for complex, team-based healthcare. This approach addresses divergent views and evolving issues in modern healthcare systems.
Area of Science:
- Medical Education
- Healthcare Systems Engineering
Background:
- Traditional medical education focuses on singular, stable problems, limiting preparation for complex 21st-century healthcare.
- Current approaches inadequately equip clinicians for team-based care of patients with complex illnesses.
Purpose of the Study:
- To introduce Soft Systems Engineering principles to reframe medical problem-solving.
- To advocate for a shift from problem-solving to problem definition in medical education.
Main Methods:
- Utilizing Soft Systems Engineering principles.
- Analyzing the nature of problems in complex, team-based healthcare situations.
- Proposing a shift in focus from individual-level to situation-level problem definition.
Main Results:
- Complex healthcare problems involve divergent views and iterative solutions.
- A shift to problem definition is necessary for effective clinical practice.
- Current educational models are insufficient for complex healthcare challenges.
Conclusions:
- Medical education needs to evolve its approach to problem definition.
- Adopting a situation-based problem definition enhances preparedness for complex healthcare.
- Novel educational practices are required to equip trainees for team-based, complex care environments.
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