title: Teaching problem solving and decision making in undergraduate medical education: an instructional strategy.
abstract: Actual changes in the context of real care along with their impact on current practice modes prompted the authors to develop a new instructional strategy, which aims to improve the diagnostic reasoning competence of medical undergraduates. In this strategy the use of visual representations is promoted. A diagnostic panorama represents differential diagnosis. A diagnostic diagram exposes the diagnostic reasoning process. This paper outlines the strategy and its assumptions.
authors.affiliation: Centre for Family Practice, University of Antwerp, Belgium. hugovp@pandora.be
authors.forename: Hugo
authors.initials: H
authors.lastname: Van Puymbroeck
authors.forename: Roy
authors.initials: R
authors.lastname: Remmen
authors.forename: Josette
authors.initials: J
authors.lastname: Denekens
authors.forename: Albert
authors.initials: A
authors.lastname: Scherpbier
authors.forename: Zeno
authors.initials: Z
authors.lastname: Bisoffi
authors.forename: Jef
authors.initials: J
authors.lastname: Van Den Ende
mesh_terms: D001296:Audiovisual Aids / Q000706:statistics & numerical data; D001530:Belgium; D003657:Decision Making; D003937:Diagnosis, Differential; D004504:Education, Medical, Undergraduate / Q000379:methods*; D019317:Evidence-Based Medicine / Q000379:methods; D006801:Humans; D011340:Problem Solving; D018794:Problem-Based Learning / Q000379:methods*