The clinical method, model competence in the learning medical education

Abstract

Constant innovation occurs in medical education, as well as in any other professional and academic activity. There must be mastery of a methodology in the form of an academic discipline that constantly monitors and requires updates. However, the clinical method, despite its antiquity, still takes effect in the new wave of ways and systems to learn medicine (Problem-based learning, evidence-based medicine, and among other techniques). The different methodologies have not undergone the modification of the method. This is certainly due to two reasons, the requirement of a radical change in the nature of the medical staff and their perception of medicine, which requires a change in the epistemology of the medicine. We present a brief overview of the forays of pedagogy in medicine and clinical method as a non-static technique or discipline that evolves with changes in knowledge, which refers to data collection in an orderly manner, regarding the disease and that has proven to be an outstanding tool in meeting certain goals toward diagnosis, prognosis, and treatment.

Knowledge and experiences of community health workers in the delivery of physical rehabilitation services in Zambia- a qualitative interview study of trained community health workers

“…The clinical diagnoses the CHWs made were thus dependent on their competence which had been instilled during the training they had received. This suggests that any training CHWs receive should be of an appropriate standard to guide them to assess a patient and arrive at a correct diagnosis [41].…”