Introducing first-year medical students to early diagnostic hypotheses

The early formation of hypotheses is recognized as an important part of a clinical diagnosis (clinical problem-solving). This paper describes a method of instruction in gynecology for first-year medical students which encouraged the formulation of early diagnostic hypotheses. In paper and pencil cas...

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Bibliographic Details
Published inJournal of medical education Vol. 53; no. 5; p. 402
Main Authors Taylor, P J, Harasym, P H, Laurenson, R D
Format Journal Article
LanguageEnglish
Published United States 01.05.1978
Subjects
Alberta
Clinical Competence
Cues
Education, Medical, Undergraduate
Educational Measurement
Female
Genital Diseases, Female - diagnosis
Gynecology - education
Humans
Problem Solving
Teaching - methods
Time Factors
Alberta
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Summary:The early formation of hypotheses is recognized as an important part of a clinical diagnosis (clinical problem-solving). This paper describes a method of instruction in gynecology for first-year medical students which encouraged the formulation of early diagnostic hypotheses. In paper and pencil case simulations designed for independent learning, students were provided with a set of clinical clues that helped them make broad general diagnostic hypotheses rather than the narrow hypotheses typical of beginning students. A description of the method of evaluating the student's ability to form diagnostic hypotheses, the results of evaluations, and the students' perceptions of the course are included in this report.
ISSN:0022-2577
DOI:10.1097/00001888-197805000-00006