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Teaching Medical Students to Reason like Skilled Physicians
Carl Wieman1, Argenta Price2, Candice Jeehae Kim3
1Physics Department and Graduate School of Education, Stanford University, Stanford, CA 94305, USA.
Abstract:
Medical diagnosis and treatment require making decisions with limited information. Making these decisions is guided by relevant knowledge and experience. The best way to teach medical students the skills they need to make these decisions is to have them practice making the relevant decisions with guiding feedback. Here we discuss the development of a required clinical reasoning course that implements these teaching principles. Students iteratively work individually, then in small groups, to make decisions about authentic cases adapted from clinical practice that include extraneous and incomplete information. They receive feedback from the instructor throughout the process to guide subsequent decision-making.
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