A tool for helping veterinary students learn diagnostic problem solving

Abstract

This study describes the result of implementing the Problem List Generator (PLG), a computer-based tool designed to helpYou aren't feeling well, so you go to your doctor. A physical exam reveals nothing obvious, so blood and urine samples are sent to the lab. When the results come back, your doctor has a problem. The extent to which that problem is resolved satisfactorily (and, perhaps, your health) depends on your doctor's ability to interpret all the data that have been collected. This skill, the process of turning all the information available to the physician into a diagnosis and treatment plan, is known as clinical problem solving; the subproblem of correctly interpreting the clinical laboratory data is diagnostic problem solving.Smith and Ragan (1999) defined problem solving as "the ability to combine previously learned principles, procedures, declarative knowledge, and cognitive strategies in a unique way within a domain of content to solve previously unencountered problems" (p. 132). Jonassen (2000) suggested that problem solving involves two processes: (a) the construction of a mental model of the problem (the problem space), and (b) activity-based manipulation of the problem space. He argued that general models of problem solving have proven inadequate for dealing with the rich diversity of problems faced by learners, as manifested by the fact that, although researchers tend to value problem solving as a learning outcome, many instructional design models and teaching theories provide sparse or nonspecific guidance when it comes to instructional strategies for learning problem solving. There are many kinds of problems, varying in complexity and inex-

The Application of Problem-Based Learning Strategy to Increase High Order Thinking Skills of Senior Vocational School Students

“…This is in line with the research conducted by Danielson, et al (2003) stating that, by problem based learning strategy, the ability of students' problem solving can increase because the students are habitually faced with learning problems and their solutions. Further, in their research, Sungur and Tekkaya (2006) stated that the class applying problem-based learning has high intrinsic motivation, influences meaning in doing the job, increases the ability to think critically and creatively, has metacognitive and self regulated learning, if compared with the class applying conventional learning.…”

Characteristics of a cognitive tool that helps students learn diagnostic problem solving

“…The full questionnaire used in the study is found elsewhere (Danielson et al, 2003), and was designed to determine the students' perceptions of the dP's clarity (or usability), feasibility, and learning impact. We will focus on the items having to do with learning impact --items 6, 7, 12, 16, and 17 (see Table 2).…”

“…It is, however, unlike the tools described by Jonassen (2003) in that it imposes more structure upon the way students approach problems. The dP has been described in detail elsewhere (Danielson, 1999;Danielson, Bender, Mills, Vermeer, & Lockee, 2003), though a brief description follows. The dP presents veterinary cases, and allows learners to explain the data for a given case; it involves four core learning interactions: 1. collect historical data, 2. collect laboratory data, 3. synthesize data into a solution called a diagnostic path, and 4. compare the learner solution to an expert solution.…”

“…Because the dP uses cases, implied within the following discussion is the assumption of a case-based context. Danielson et al (2003) hypothesized that two dP characteristics promoted its success-first, the dP requires that the sub-elements of the domain be identified prior to the data synthesis activity, and second, both the learner and instructor approach identical problems, produce solutions independently using the same process, and compare the results in an identical format. Here we extend those hypotheses.…”

“…We intended the following experiments first, to validate a prior study (Danielson et al, 2003) which showed benefit in dP-use, and second, to clarify relationships among specific characteristics of the software and learning outcomes. A brief discussion will accompany each of the first two experiments.…”