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Related Experiment Videos

Problem-solving skills, solving problems and problem-based learning.

G R Norman1

  • 1Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ontario, Canada.

Medical Education
|July 1, 1988
PubMed
Summary
This summary is machine-generated.

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Medical problem-solving skills are not general strategies but rely on experience and knowledge. Problem-based learning (PBL) may align with this expertise model.

Area of Science:

  • Medical Education
  • Cognitive Science
  • Expertise Studies

Background:

  • Traditional views of problem-solving skills in medicine often assume general applicability.
  • Empirical evidence is reviewed regarding the generalizability of these skills.

Purpose of the Study:

  • To evaluate the evidence for general problem-solving skills in medical education.
  • To explore the compatibility of problem-based learning (PBL) with theories of expertise.
  • To discuss PBL curriculum design based on a proposed model of expertise.

Main Methods:

  • Review of empirical evidence on medical problem-solving skills.
  • Analysis of the characteristics of expert problem-solving in medicine.
  • Exploration of problem-based learning (PBL) as an educational strategy.

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Main Results:

  • Little evidence supports medical problem-solving skills as general, situation-independent strategies.
  • Expertise in medicine relies on specific experiences (pattern recognition) and elaborated conceptual knowledge.
  • Problem-based learning (PBL) shows potential compatibility with this model of expertise.

Conclusions:

  • Medical problem-solving is highly context- and knowledge-dependent, not a set of general skills.
  • Problem-based learning (PBL) may be a suitable educational approach for developing expert medical cognition.
  • Curriculum design for PBL should consider the nature of expertise and knowledge acquisition.