Approaches to Training Practitioners in the Art and Science of Plant Disease Diagnosis

Allowing plant pathology students to tackle fictitious or real crop problems during the course of their formal training not only teaches them the diagnostic process, but also provides for a better understanding of disease etiology. Such a problem-solving approach can also engage, motivate, and enthuse students about plant pathology in general. This paper presents examples of three problem-based approaches to diagnostic training utilizing freely available software. The first provides an "adventure-game" simulation where students are asked to provide a diagnosis and recommendation after exploring a hypothetical scenario or "case". Guidance is given on how to create these scenarios. The second approach involves students creating their own scenarios. The third uses a diagnostic template combined with reporting software to both guide and capture students' results and reflections during a real diagnostic assignment.