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Related Experiment Videos

Helping students learn to think like experts when solving clinical problems

H Mandin1, A Jones, W Woloschuk

  • 1Department of Medicine, University of Calgary Faculty of Medicine, Alberta, Canada. mandin@med.ucalgary.ca

Academic Medicine : Journal of the Association of American Medical Colleges
|March 1, 1997
PubMed
Summary
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Clinical reasoning is problem-specific, not a universal process. Organizing knowledge into "schemes" enhances problem-solving and medical education by improving knowledge mastery and search strategies.

Area of Science:

  • Medical Education
  • Cognitive Science
  • Clinical Reasoning

Background:

  • Successful problem-solving relies on comprehensive knowledge.
  • Knowledge organization and understanding are critical for effective problem-solving.
  • Mental categorization schemes integrate knowledge structure and retrieval.

Purpose of the Study:

  • To analyze problem-solving strategies in clinical reasoning.
  • To explore the role of knowledge organization and "schemes" in problem-solving.
  • To recommend improvements for medical education and problem-based learning.

Main Methods:

  • Analysis of existing research on problem-solving strategies.
  • Examination of the concept of "schemes" in cognitive processes.
  • Review of traditional hypothetico-deductive methods in problem-based learning.

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Main Results:

  • No universal problem-solving process exists; clinical reasoning is problem-specific.
  • Organized knowledge, particularly through "schemes," is crucial for effective problem-solving.
  • Current medical education may not adequately foster organized knowledge mastery.

Conclusions:

  • Medical education requires appropriately organized knowledge for mastery and clinical problem-solving.
  • Problem-solving strategies should be tailored to specific problems, not generic.
  • A new taxonomy of medical problems and modified problem-based learning (PBL) using scheme-driven strategies are recommended.