Doha: Qatar University College of Medicine (QU-CMED) recently held a series of lectures and a seminar on “Innovation in Medical Education” aimed at improving how clinical reasoning skills are taught.
The seminar was delivered by Prof Henk G Schmidt, professor of psychology at Erasmus University Faculty of Social Sciences and founding dean of its problem-based psychology curriculum, and facilitated by CMED associate dean for Academic Affairs Prof Hossam Hamdy.
The aim of the seminar was to review a variety of approaches employed for teaching clinical reasoning and to present new ideas to improve them. The seminar also discussed a number of studies that had tested these approaches. Prof Schmidt highlighted the reasons behind diagnostic inaccuracies, noting that physicians share the belief that diagnostic expertise is largely an issue of knowledge and skill — that the more experienced the physician, the better his or her diagnoses.
He countered that while this belief has a basis in fact, it underestimates the extent to which physicians are influenced by psychological processes or events that are generally not considered to be critical. He also pointed to sources of influence on diagnostic reasoning that cause doctors to commit errors, and proffered strategies to counteract them.
Prof Schmidt explained the learning processes in problem-based learning (PBL), and presented the research findings focusing on the known elements of PBL such as the initial analysis of a problem, influence of situational events, “scaffolding” as a tutoring technique, small-group collaboration, and self-directed learning activities. Those who advocated innovation in health professions education over the last twenty-five years, Prof Schmidt proposes, have also argued for more student involvement in learning, small-group collaboration, fewer lectures, and early participation in professional practice. He emphasised on orientation towards primary care, and articulated high expectations of the professional competencies of graduates produced by such programmes.
“Students graduating from such schools are, for instance, expected to be more skilled in interpersonal communication, are thought to be better problem-solvers, and would be better prepared for self-directed, lifelong learning. In addition, some claim that graduates also are better able to retain relevant knowledge. “Finally, these graduates would choose a career in primary care to a larger extent,” Prof Schmidt added.
The Peninsula
