Teaching problem solving and decision making in undergraduate medical education: an instructional strategy.
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.
Van Puymbroeck
Hugo
H
Centre for Family Practice, University of Antwerp, Belgium. hugovp@pandora.be
Remmen
Roy
R
Denekens
Josette
J
Scherpbier
Albert
A
Bisoffi
Zeno
Z
Van Den Ende
Jef
J
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*