Patel, R., Sandars, J. and Carr, S. (2015) Clinical diagnostic decision-making in real life contexts: A trans-theoretical approach for teaching: AMEE Guide No. 95. Medical Teacher, 37 (3). pp. 211-227. ISSN 0142-159X
Abstract
Making an accurate clinical diagnosis is an essential skill for all medical students and doctors, with important implications for patient safety. Current approaches for teaching how to make a clinical diagnosis tend to lack the complexity that faces clinicians in real-life contexts. In this Guide, we propose a new trans-theoretical model for teaching how to make an appropriate clinical diagnosis that can be used by teachers as an additional technique to their current approach. This educational model integrates situativity theory, dual-information processing theory and socio-cognitive theory. Mapping and microanalysis help the teacher to identify the main processes involved in making an accurate clinical diagnosis, so that feedback can be provided that is focused on improving key aspects of the skill. An essential aspect of using the new educational model is the role of the experienced clinical teacher in making judgments about the appropriateness of the learner's attempts to make a clinical diagnosis.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2014 Taylor & Francis. This is an author produced version of a paper subsequently published in Medical Teacher. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Clinical Competence; Curriculum; Decision Making; Diagnosis; Feedback; Humans; Knowledge; Learning; Models, Educational; Self Efficacy; Teaching |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > The Medical School (Sheffield) > Academic Unit of Medical Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 22 Feb 2016 16:25 |
Last Modified: | 14 Mar 2016 17:32 |
Published Version: | http://dx.doi.org/10.3109/0142159X.2014.975195 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.3109/0142159X.2014.975195 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:95453 |