SEARCH · PubMed Health

Results for “Problem Solving”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 91 records · Page 5Linked to original sources

PubMed1992

Coping and academic problem-solving ability in test anxiety.

The present study examined coping tendencies and perceptions of problem-solving ability in test anxiety. A sample of 125 students completed the revised Ways of Coping Questionnaire, the Academic Problem-Solving Inventory, and measures of state and trait test anxiety. Correlational analyses confirmed that emotion-focused coping (i.e., avoidant and confrontive coping) was associated positively with test anxiety. Also, test-anxious individuals reported poorer ability to solve academic problems. Finally, regression analyses revealed that coping tendencies and perceived problem-solving ability predicted unique variance in test-anxiety scores. The results are discussed in terms of the need for a multidimensional model of test anxiety that includes coping processes and self-evaluations of problem-solving ability.

Achievement↗

PubMed1983

Clinical problem-solving skills of internists trained in the problem-oriented system.

In the study reported here, the authors test the hypothesis that internists completing residencies in a highly structured, problem-oriented residency program approach clinical problem-solving differently than do internists whose residencies were not problem-oriented. The vehicle for the study was the certifying examination of the American Board of Internal Medicine (ABIM) in 1978, 1979, and 1980. Performance on patient management problems (PMPs) and multiple-choice questions was analyzed for candidates for ABIM certification whose residency had been problem-oriented, for candidates whose residencies had been classified as nonproblem-oriented, and for the national pool of U.S. medical graduates. Internists trained in the problem-oriented residency program achieved significantly higher PMP scores than did the national pool in two of the three years and on true-false questions in one of the years. No differences were detected between the problem-oriented group and their nonproblem-oriented colleagues.

Clinical Competence↗

PubMed1987

Validation of a new measure of clinical problem-solving.

A review of the literature on the assessment of medical problem-solving by means of written tests reveals serious short-comings. Most important is the low correlation repeatedly found among cases, which suggests the inability of the measures to assess a general problem-solving ability. The literature further suggests that instruments should focus on the brief period of time after the first encounter of a clinical problem and warns against the effects of cueing. Based on these considerations a new measure for the assessment of medical problem-solving was developed. This test, called Simulation of Initial Medical Problem-Solving (SIMP), consists of a number of short case histories, followed by an open-ended question. Reliability analysed by means of generalizability theory proved satisfactory and concurrent validity was established by a significant correlation with a global judgement of performance in a simulated patient encounter. The moderate correlation between cases is interpreted as an acceptable correlation among test items and leads to the conclusion that a reliable and valid test of clinical problem-solving should consist of a substantial number of different cases.

Clinical Competence↗

PubMed1988

Interpersonal problem solving in alcoholics.

In Study 1, a verbal role-playing test of interpersonal problem solving, the Adaptive Skills Battery (ASB), and selected "impersonal" neuropsychological problem-solving tests were given to male alcoholics (N = 73) in a VA alcohol treatment program and to male nonalcoholic controls (N = 36). Alcoholics' ASB competency scores under a "give your typical response" instructional set were significantly lower than controls' scores. In response to a "give the very best response" set, ASB scores for alcoholics and controls did not differ. Alcoholics' interpersonal problem-solving deficits appear to be due to their less effective execution of cognitive or problem-solving skills as opposed to their capacities for such skills. A lack of correlation between performance on impersonal neuropsychological tests and performance on the ASB suggests that these areas of functioning involve quite different psychological processes. In Study 2, alcoholics with alcoholic family members (family history positive) were found to have lower ASB scores than family history negative alcoholics. "Best" ASB responses were positively correlated with therapists' ratings of treatment behaviors and treatment outcome; "typical" ASB responses were not. Thus, alcoholics' therapeutic progress was predicted by their conceptualization of the "best" response in the interpersonal problem-solving situations and not by their typical pretreatment response.

Adult↗

PubMed1992

Problem solving and suicidality among prison inmates: another look at state versus trait.

This research examines the relationships between means-ends problem solving and suicidality among adult male prison inmates in light of new evidence based on inpatient and college student populations suggesting that state, rather than trait, vulnerabilities may be responsible for problem-solving deficits and differences. Using the Means-Ends Problem-Solving Procedure (MEPS) with 93 state prison inmates, we found that among inmates with a history of parasuicide, current suicidality did not affect problem-solving performance. We further found that among nonsuicidal inmates, parasuicide history had no effect on problem solving or affect-suicidality measures. Although these results support new research suggesting that trait problem-solving deficits are not causally linked to suicidality, they raise questions about the potentially unique relationships among suicidality, problem solving, depression, and hopelessness in incarcerated populations.

Adult↗

PubMed1991

Relation between social problem-solving ability and subsequent level of psychological stress in college students.

A prospective design was used to examine the relation between social problem-solving ability and later psychological stress in college students during the first semester of the academic year. A new social problem-solving inventory measured not only general ability, but also more specific components of the problem-solving process (e.g., problem orientation, problem-solving skills; D'Zurilla & Nezu, 1990). The results of a hierarchical multiple regression analysis showed that general problem-solving ability was negatively related to later stress, even after prior stress level and number of life problems were controlled. More specific analyses indicated that subjects' problem orientation was a better predictor of stress than their problem-solving skills. Results are discussed in terms of the possible stress-reducing effects of perceived control and successful problem resolution.

Adaptation, Psychological↗

PubMed1983

Meaningfulness and problem-solving performance by younger and older adults.

Younger and older adults solved reasoning problems in either abstract or meaningful form. Contrary to expectation, older adults did not differ on the two versions, but younger adults were aided by meaningfulness. Results of a second task showed no age differences in the time to produce associations to problem elements or in the number of associations. There were differences in the quality of associations, and association quality was significantly related to performance on the reasoning problems for older adults.

Adolescent↗

PubMed1982

Slow negative potentials during problem-solving.

Electroencephalographic changes by solving mathematical problems were tested on 52 healthy young subjects. Slow negative potentials appeared in the frontal lobe (Fz) when the subject was asked to add numerals presented by a slide projector, multiply them and add them while hearing other addition problems through headphones. The mean amplitude of the potential was larger in multiplication and in addition while hearing other addition problems than in addition.

Adolescent↗

PubMed1970

Cognitive model of problem-solving in chess.

By performing a series of five experiments with two subjects, several aspects of one of the subject's behavior in solving chess problems were found to be predictable, and a model was developed to explain this predictability. The heuristics used in this model may be applicable in developing future computer programs for chess play.

Cognition↗

PubMed1987

Industrial problem solving with microbeam analysis.

The objective of this paper is to provide an overview of the microbeam analytical techniques and to help select the appropriate one to solve complex problems often arising in today's high-tech industries. Case histories are given to show how renowned analytical service laboratories and microbeam experts formulated their strategies to approach a real life problem, what type of conclusions were deduced from the data and, finally, how the problem was solved.

Electron Probe Microanalysis↗

PubMed1995

Knowledge-driven problem-solving models in nursing education.

This paper compares the hypothetico-deductive model of clinical problem solving commonly used in current nurse education and practice with the knowledge-driven problem-solving model (Bordage, Grant, & Marsden, 1990). It is argued that the knowledge-driven model provides a more complete account of the processes involved in clinical problem solving. The knowledge-driven model emphasizes the organization and availability of relevant content knowledge stored in memory as the prime determinant of clinical problem solving. This contention is discussed in relation to the development of a clinical problem-solving task for nursing students and its implications for nursing curricula.

Clinical Competence↗

PubMed1990

Mother-toddler problem solving: antecedents in attachment, home behavior, and temperament.

In a widely cited study, Matas, Arend, and Sroufe showed that mother-toddler interaction during problem solving at age 2 years was related to the child's prior attachment security. The current study asked (1) whether an independent laboratory could replicate this attachment finding, and (2) whether problem-solving interactions relate to mother-child interactions observed at home and to child temperament measured at 6, 13, and 24 months. Replicating Matas et al., secure dyads worked more competently, and mothers showed better quality of assistance and supportive presence. Mother-child home interaction also predicted problem solving: positive involvement at home predicted effective, unconflicted problem solving. Negative control at home did not predict problem-solving interaction. Unadaptable temperament was generally related to dependency in problem solving. Several patterns of correlations appeared to be mediated by sex of child, e.g., difficult temperament in boys predicted more effective, unconflicted problem solving, while for girls it predicted more conflict.

Affect↗

PubMed1984

[Methods for teaching problem-solving in medical schools].

The need to include in the medical curriculum instructional activities to promote the development of problem-solving abilities has been asserted at the national and international levels. In research on the mental process involved in the solution of problems in medicine, problem-solving has been defined as a hypothetical-deductive activity engaged in by experienced physicians, in which the early generation of hypotheses influences the subsequent gathering of information. This article comments briefly on research on the mental process by which medical problems are solved. It describes the methods that research has shown to be most applicable in instruction to develop problem-solving abilities, and presents some educational principles that justify their application. The "trail-following" approach is the method that has been most commonly used to study the physician's problem-solving behavior. The salient conclusions from this research are that in the problem-solving process the diagnostic hypothesis is generated very early on and with limited data; the number of hypotheses is small; the problem-solving approach is specific to the type of medical problem and case in hand; and the accumulation of medical knowledge and experience forms the basis of clinical competence. Four methods for teaching the solution of problems are described: case presentation, the rain of ideas, the nominal groups technique and decision-making consensus, the census and analysis of forces in the field, and the analysis of clinical decisions. These methods are carried out in small groups. The advantages of the small groups are that the students are active participants in the learning process, they receive formative evaluation of their performance in a setting conductive to learning, and are able to interact with their instructor if he makes proper use of the right questioning techniques. While no single problem-solving method can be useful to all students or in all the problems they encounter, teachers of medicine can improve their students' performance by adjusting these available methods to their particular needs and to those of their schools. The problem-solving methods described can help teachers shape the learning environment so as to develop in their students the most coherent, logical, concrete and complete set of skills possible. These methods can so be of value in improving the training of future doctors and the quality of their decisions to the benefit of their patients.

Curriculum↗

PubMed1989

Social problem solving in schizophrenia.

The recent literature on social skills training has placed an increasing emphasis on the role of cognitive factors in social failure, as opposed to deficits in motoric skills. It has been hypothesized that schizophrenic patients are markedly deficient in social problem-solving abilities, and several programs have been developed to teach problem-solving skills. Despite high face validity, there is little empirical support for these training programs or the problem-solving model on which they are based. Research on information processing and problem solving in nonpatient populations is discussed, and it is concluded that the model used in these treatment programs is not a good representation of the problem-solving process. In particular, means-ends analysis is not an appropriate strategy for dealing with most interpersonal problems and conflicts. The difficulties experienced by schizophrenic patients in social situations might be due to a number of factors other than deficits in problem-solving skill, including sensitivity to negative affect and disordered communication. It is concluded that further research on problem-solving training programs is clearly warranted but that the validity of the problem-solving model and the utility of the training is uncertain.

Humans↗

PubMed1988

Problem solving by hospital managers.

When managers confront complex problems, their attitudes toward problem solving affect their behavior. The problem-solving attitudes of over 100 women and men who manage six hospitals are analyzed.

Analysis of Variance↗

PubMed1986

Interpersonal problem-solving skills of retarded and nonretarded children.

Interpersonal problem-solving skills of 17 mildly mentally retarded and two groups of nonretarded subjects (Ns = 30) matched on mental age (MA) and chronological age (CA) were assessed, utilizing a series of hypothetical problem-solving situations. Results indicated similarities between mentally retarded subjects and MA-matched nonretarded subjects both in types and number of strategies produced. Nonretarded CA-matched subjects, on the other hand, exhibited a wider range of problem-solving strategies and increased use of strategies thought to reflect higher levels of social understanding.

Child↗

PubMedDate not supplied

Problem-solving group therapy: two inpatient models based on level of functioning.

Hospitalized psychiatric patients frequently have deficits in their problem-solving abilities. An inpatient problem-solving group provides a therapeutic experience in which patients learn and apply the problem-solving process to practical and interpersonal difficulties they are presently experiencing. Two problem-solving group models, derived from cognitive-behavior theory, are suggested to accommodate diverse levels of inpatient functioning. Implications for nursing practice and recommendations are addressed.

Hospitalization↗

PubMed1995

Randomised controlled trial comparing problem solving treatment with amitriptyline and placebo for major depression in primary care.

OBJECTIVE: To determine whether, in the treatment of major depression in primary care, a brief psychological treatment (problem solving) was (a) as effective as antidepressant drugs and more effective than placebo; (b) feasible in practice; and (c) acceptable to patients. DESIGN: Randomised controlled trial of problem solving treatment, amitriptyline plus standard clinical management, and drug placebo plus standard clinical management. Each treatment was delivered in six sessions over 12 weeks. SETTING: Primary care in Oxfordshire. SUBJECTS: 91 patients in primary care who had major depression. MAIN OUTCOME MEASURES: Observer and self reported measures of severity of depression, self reported measure of social outcome, and observer measure of psychological symptoms at six and 12 weeks; self reported measure of patient satisfaction at 12 weeks. Numbers of patients recovered at six and 12 weeks. RESULTS: At six and 12 weeks the difference in score on the Hamilton rating scale for depression between problem solving and placebo treatments was significant (5.3 (95% confidence interval 1.6 to 9.0) and 4.7 (0.4 to 9.0) respectively), but the difference between problem solving and amitriptyline was not significant (1.8 (-1.8 to 5.5) and 0.9 (-3.3 to 5.2) respectively). At 12 weeks 60% (18/30) of patients given problem solving treatment had recovered on the Hamilton scale compared with 52% (16/31) given amitriptyline and 27% (8/30) given placebo. Patients were satisfied with problem solving treatment; all patients who completed treatment (28/30) rated the treatment as helpful or very helpful. The six sessions of problem solving treatment totalled a mean therapy time of 3 1/2 hours. CONCLUSIONS: As a treatment for major depression in primary care, problem solving treatment is effective, feasible, and acceptable to patients.

Adolescent↗