Early introduction to medical problem-solving.

Abstract

This is a descriptive report of a course unit designed to introduce concepts of medical problem-solving during the first month of an undergraduate MD curriculum. The unit is also used to provide an introduction to the dynamics of cooperative small group learning. The value of the unit was endorsed by the subjective opinions of faculty tutors and students, who recognized the relevance of the unit to the clinical practice of doctors. An end-of-course examination demonstrated that some novice medical problem-solvers have difficulty with recursive hypothesis testing and tend to use linear strategies. This type of learning experience has the potential to identify students who may have subsequent difficulty in clinical reasoning tasks in the curriculum. Medical problem-solving itself is the primary focus of problem-based learning in the unit. Experience with this unit suggests that concepts of medical problem-solving can be introduced into the curriculum at a very early stage, without a prerequisite for substantial knowledge of medical sciences.