Book Review Developing Clinical Problem-Solving Skills: A guide to more effective diagnosis and treatment By Howard S. Barrows and Garfield C. Pickell. 226 pp. New York, W.W. Norton, 1991. $17.95. ISBN 0–393–71010–6 .

1992 ◽  
Vol 327 (17) ◽  
pp. 1250-1250
Author(s):  
John B. Wong
Keyword(s):  
New York ◽  
Problem Solving ◽  
Clinical Problem ◽  
Diagnosis And Treatment ◽  
Problem Solving Skills ◽  
Clinical Problem Solving ◽  
Effective Diagnosis

Improving Physical Therapy Students' Clinical Problem-Solving Skills: An Analytical Questioning Model

1989 ◽  
Vol 69 (6) ◽  
pp. 441-447 ◽  
Author(s):  
Diane S Slaughter ◽  
Debra S Brown ◽  
Davis L Gardner ◽  
Lea J Perritt
Keyword(s):  
Physical Therapy ◽  
Problem Solving ◽  
Clinical Problem ◽  
Physical Therapy Students ◽  
Problem Solving Skills ◽  
Clinical Problem Solving

scholarly journals COVID-19 Can Catalyze the Modernization of Medical Education (Preprint)

2020 ◽  
Author(s):  
Alexander Joseph Mullen ◽  
Cathy Hsi Chen
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Clinical Problem ◽  
School Structure ◽  
Problem Solving Skills ◽  
Effect Change ◽  
Clinical Problem Solving ◽  
Education Leaders ◽  
Flipped Classrooms ◽  
Early Learners

UNSTRUCTURED Amid the COVID-19 crisis, we have witnessed true physicianship as our frontline doctors apply clinical problem-solving to an illness without a textbook algorithm. Yet, for over a century, American medical education has plowed ahead with a system that prioritizes content delivery over problem-solving. As resident trainees, we are acutely aware that memorizing content is not enough. We need a preclinical system designed to steer early learners from “know” to “know how.” Education leaders have long advocated for such changes to the medical school structure. For what may be the first time, we have a real chance to effect change. In response to the pandemic, medical educators have scrambled to conform curricula to social distancing mandates. The resulting online infrastructures are a rare chance for risk-averse medical institutions to modernize how we train our future physicians—starting by eliminating the traditional classroom lecture. Institutions should capitalize on new digital infrastructures and curricular flexibility to facilitate the eventual rollout of flipped classrooms—a system designed to cultivate not only knowledge acquisition but problem-solving skills and creativity. These skills are more vital than ever for modern physicians.

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