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.
|Titolo:||Teaching problem solving and decision making in undergraduate medical education: an instructional strategy|
|Data di pubblicazione:||2003|
|Appare nelle tipologie:||01.01 Articolo in Rivista|