Introducing first-year medical students to early diagnostic hypotheses.
The early formation of hypotheses is recognized as an important part of a clinical diagnosis (clinical problem-solving). This paper describes a method of instruction in gynecology for first-year medical students which encouraged the formulation of early diagnostic hypotheses. In paper and pencil case simulations designed for independent learning, students were provided with a set of clinical clues that helped them make broad general diagnostic hypotheses rather than the narrow hypotheses typical of beginning students. A description of the method of evaluating the student's ability to form diagnostic hypotheses, the results of evaluations, and the students' perceptions of the course are included in this report.
D000416:Alberta; D002983:Clinical Competence; D003463:Cues; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D005260:Female; D005831:Genital Diseases, Female / Q000175:diagnosis; D006176:Gynecology / Q000193:education*; D006801:Humans; D011340:Problem Solving; D013663:Teaching / Q000379:methods; D013997:Time Factors