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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Learning sciences principles that can inform the construction of new approaches to diagnostic training
11Curricular Design and Faculty Development, University of North Texas Health Science Center, Fort Worth, TX 76107, USA.
Abstract:
The author suggests that the ill-defined nature of human diseases is a little appreciated, nonetheless important contributor to persistent and high levels of diagnostic error. Furthermore, medical education's continued use of traditional, non-evidence based approaches to diagnostic training represents a systematic flaw likely perpetuating sub-optimal diagnostic performance in patients suffering from ill-defined diseases. This manuscript briefly describes how Learning Sciences findings elucidating how humans reason in the face of the uncertainty and complexity posed by ill-defined diseases might serve as guiding principles in the formulation of first steps towards a codified, 21st century approach to training and assessing the diagnostic capabilities of future health care providers.
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