Clinical problem-solving skills of internists trained in the problem-oriented system

Babbott, David; Halter, William D.

doi:10.1097/00001888-198312000-00005

Cited by 6 publications

(2 citation statements)

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“…Also, some expert judgment is deliberative and hence potentially teachable. One non‐medical study taught hypothesis‐generation and testing, problem‐solving and decision‐making skills independently of content and found that this improved intellectual performance (Herrnstein et al 1986), and one medical study showed that problem‐solving courses can help doctors perform better on problem‐solving examinations (Babbot & Halter 1983). Some investigators suggest that we might even be able to teach pattern recognition if we can better understand the skills it requires (Gale & Marsden 1981).…”

Section: Coping With Changes In Knowledge: Can We Teach ‘Problem‐solvmentioning

confidence: 99%

Medical education for a changing future: new concepts for revising texts

Politser¹

1987

Medical Education

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Section: Coping With Changes In Knowledge: Can We Teach ‘Problem‐solvmentioning

confidence: 99%

Medical education for a changing future: new concepts for revising texts

Politser¹

1987

Medical Education

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“…The report of the Panel on the General Professional Education of the Physician has recommended an increased emphasis on clinical problem‐solving, as well as on the development of critical thinking skills and self‐directed learning (Muller 1984). Consequently, some schools have introduced problem‐based learning into their curricula (Babott & Halter 1983; Kaufman 1985). The development of critical thinking, however, depends on acquiring a fund of knowledge necessitating an approach to teaching medicine which integrates the science content with the clinical reasoning process (Meyers 1987).…”

Section: Introductionmentioning

confidence: 99%

A new approach to preparing students for academic medicine

et al. 1989

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Critical thinking and self-directed learning by students are goals strongly endorsed by medical educators. Teaching medical interviewing and physical diagnosis skills is one of the most important tasks in medical school. An elective for fourth-year students was designed to address both areas. Ten senior medical students spent one month with a teaching staff member and fellow in general medicine. Part of the course was designed for independent problem-solving posed by sophisticated medical problems encountered in a general medicine practice. Skills in problem formulation, reading and assessing the medical literature, and communicating with peers were learned or improved. In the remainder of this course five pairs of senior students precepted 28 randomly chosen second-year students and taught medical interviewing and physical diagnosis. Techniques of teaching and basic pathophysiology were reviewed, and role-playing, feedback, demonstration and role-modelling were used.

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Problem-Based Learning

Stratman¹,

Dyer²

2002

Arch Dermatol

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Clinical problem-solving skills of internists trained in the problem-oriented system

Cited by 6 publications

References 0 publications

Medical education for a changing future: new concepts for revising texts

Medical education for a changing future: new concepts for revising texts

A new approach to preparing students for academic medicine

Problem-Based Learning

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