Medical Problem Solving

Elstein, Arthur S.; Shulman, Lee S.; Sprafka, Sarah A.

doi:10.4159/harvard.9780674189089

Cited by 1,278 publications

(127 citation statements)

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“…Students' total score ranges on the 2 tests indicate that, at the end of theirjunior year, when they had had all of the formal rheumatology training cur-rently called for in the curriculum, no students approached the highest possible score on either test. Furthermore, the data indicate that, on both tests, the students as a group received less than half the possible points on aspects of diagnostic reasoning which other research has suggested distinguish better diagnosticians (11)(12)(13). Though these data are based on small numbers, they support other reports suggesting that the education of medical students in the musculoskeletal diseases is inadequate and warrants careful reconsideration (14-18).…”

Section: Discussionsupporting

confidence: 57%

Assessment of clinical competence of medical students by using standardized patients with musculoskeletal problems

Connell

Sinacore

Schmid

et al. 1993

Arthritis & Rheumatism

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Section: Discussionsupporting

confidence: 57%

Assessment of clinical competence of medical students by using standardized patients with musculoskeletal problems

Connell

Sinacore

Schmid

et al. 1993

Arthritis & Rheumatism

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“…How students view the structure of medical knowledge can affect their clinical reasoning and their diagnostic performance (Barrows and Feltovich, 1987;Elstein et al, 1978). Also how they organize, integrate and use knowledge structures can affect their ability to recognize meaningful patterns and generate effective explanations and strategies (Baxter et al, 1996;Bordage, 1994).…”

Section: Developing Clinical Reasoningmentioning

confidence: 99%

Using Concept Maps to Create Meaningful Learning in Medical Education

Daley¹,

Durning²,

Torre³

2016

MedEdPublish

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After defining concept maps, we will present the historical development and theoretical foundations of concept maps derived from disciplines outside of medical education. With this foundation and based on the scoping review conducted, the major focus of this article will shift to the application of concept mapping in medical education. We have selected instructional strategies and sample maps for three contemporary challenges facing medical education to illustrate the portability and broad application of concept maps: 1. linking basic sciences and clinical practice, 2. developing clinical reasoning, and, 3. interprofessional and group learning. Finally, future research studies in concept mapping are suggested.

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“…Rapid insight into the cause of mysterious symptoms is well documented in the literature on diagnosis (Elstein et al, 1978;Rasmussen & Rouse, 1981). But the succession of explicit inferences generated by rule-based models is (a) too gradual and (b) insufficiently selective to account for this aspect of human judgmental ability (Simon, 1983).…”

Section: Rule-based Modelsmentioning

confidence: 99%

A model of efficiency in diagnostic problem solving: implications for the education of diagnosticians

Boreham

1986

Instr Sci

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This paper describes a model of efficiency in diagnostic problem solving. It is based on the protocols of three management consultants, who were asked to diagnose a performance problem given to them in the form of a tab-item. They were specifically required to test the maximum number of hypotheses with the minimum number of questions. A bounded rationality model of their judgment was developed, incorporating features of earlier knowledge-based and rule-based approaches. The nature of the diagnostic process is represented as an alternation between knowledge-driven operations on a mental model of the situation, and sensory-driven operations on the problem givens. Insights gained in the former type of episode act as an executive program to direct the search carried out in the latter type of episode. Data generated in the latter type of episode are assimilated into the problem representation constructed in the former type of episode and, by activating existing knowledge structures, generate fresh insights. These in turn direct further search, and so on. Efficiency is achieved both through intuitive leaps which occur in the knowledge-driven episodes, arid by a fixed sequence of logical operations in the sensory-driven episodes. The implications of this model for the education of diagnosticians are discussed.

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Medical Problem Solving

Cited by 1,278 publications

References 0 publications

Assessment of clinical competence of medical students by using standardized patients with musculoskeletal problems

Assessment of clinical competence of medical students by using standardized patients with musculoskeletal problems

Using Concept Maps to Create Meaningful Learning in Medical Education

A model of efficiency in diagnostic problem solving: implications for the education of diagnosticians

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