Use of scheme-based problem solving: an evaluation of the implementation and utilization of schemes in a clinical presentation curriculum.
Context The University of Calgary has implemented a new curriculum which is organized according to 120 ways in which patients may present to a physician. Students are taught scheme-based problem solving rather than the more typical hypothetico-deductive or search and scan approach to problem resolut...
| Published in: | Medical Education Vol. 34; no. 6; pp. 437 - 443 |
|---|---|
| Main Authors: | , , , |
| Format: | research Journal Article |
| Published: |
Wiley-Blackwell
Jun2000
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106095856&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106095856 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jun2000 vid: 34 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106095856 2009443156 10.1046/j.1365-2923.2000.00572.x NLM10792683 106095856 ppf: 437 ppct: 6 formats: fmt: @attributes: type: P tig: atl: Use of scheme-based problem solving: an evaluation of the implementation and utilization of schemes in a clinical presentation curriculum. aug: au: Woloschuk W Harasym P Mandin H Jones A sug: subj: Attitude of Health Personnel Education, Medical Problem-Based Learning Adult Alberta Multivariate Analysis Students, Medical Psychosocial Factors Human Adult: 19-44 years ab: Context The University of Calgary has implemented a new curriculum which is organized according to 120 ways in which patients may present to a physician. Students are taught scheme-based problem solving rather than the more typical hypothetico-deductive or search and scan approach to problem resolution. Objective This study sought to determine the extent to which faculty and students were implementing and utilizing scheme-based problem solving. Method All classes taught within the new clinical presentation curriculum were surveyed at the year end. Participants included four classes of first-year students and three classes of second-year students. Using a 5-point scale, students responded to survey items regarding scheme implementation and utilization. Results Data were analysed using MANOVA (multivariate analysis of variance) and revealed significant differences among classes in both first- and second-year students. Increments in scheme implementation and utilization by instructors and students were observed, although instructors' utilization of schemes lagged behind that of students. A levelling effect to the benefits of schemes for problem solving was also evident. First-year students reported schemes to be very useful for learning and organizing new information. Conclusion Although it has taken time to implement curriculum change, the student response to schemes has been favourable. Faculty development and further generation of pictorial/spatial representations for all schemes, to ensure that all clinical presentations provide pathways that students can use for both learning and problem solving are recommended. Whether students who utilize schemes are more successful problem solvers is not yet known but will be the subject of study as soon as scheme delivery is predominant. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|