China
Africa
Explore chapters and articles related to this topic
The logic in modern medicine: Reasoning and underlying concepts
Published in Milos Jenicek, Foundations of Evidence-Based Medicine, 2019
Structured and evidence-supported argumentation as outlined above (and known across the literature as System 2) cannot underlie all our reasoning and decision-making processes. Types of problems to be solved, work conditions and time constraints, and lack of information lead to rapid problem-solving ways (called System 1) advanced, among many others107–112 by J. Evans and K.E. Stanovich107 in general domains and P. Croskerry113–115 in health sciences and medicine. Emergency medicine may be one environment which requires System 1 thinking and decision-making.
The role of technology in collaborative primary care
Published in Sanjiv Ahluwalia, John Spicer, Karen Storey, Collaborative Practice in Primary and Community Care, 2019
The National Institute for Health and Excellence (NICE) recommends a solution-focussed approach by care professionals that includes the following: Self-monitoring by patient or service user of behaviour and progress (with agreed shared care management plans and goals).Goal setting (mutually agreed by care professional and person [and carer]).Encouraging social support.Problem solving (with patient or service user encouraged to report issues).Encouraging patients and carers to be assertive.Cognitive restructuring by patient or carer (modifying thoughts).Reinforcement of changes (in behaviour, treatment, and interventions by the patient or carer).Relapse prevention and individualised strategies (NICE 2014).
Managing Problems In Dementia Patients: Depression And Agitation
Published in Zaven S. Khachaturian, Teresa S. Radebaugh, Alzheimer’s Disease, 2019
Training careproviders in effective problem-solving skills to aid in managing the day-to-day difficulties in patient care occurs throughout treatment. Strategies are developed for identifying and confronting behavioral disturbances that are associated with the targeted behaviors, interfere with engaging in planned pleasant activities or otherwise cause conflict between the patient, caregiver, and others. Using the skills of behavior observation and analysis taught and reinforced throughout each session, caregivers use the A-B-C approach described earlier to devise strategies for modifying problems. For depressed patients, problem behaviors include depressive behaviors, such as crying and self-deprecatory statements. For agitated patients, problem behaviors include wandering and aggression. The therapist introduces behavioral strategies for decreasing problem behaviors and increasing incompatible behaviors, as appropriate. To aid caregivers and therapists in identifying observable and potentially modifiable behaviors, the Revised Memory and Behavior Problems Checklist (RBMPC)57 is used to evaluate the frequency of dementia-related problems and the caregiver’s reaction to each behavior. Three domains of problems are assessed: memory-related, depression, and disruption problems. Table 1 shows the RMBPC items, then rates of occurrence, and their level of caregiver reactivity.
Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving
Published in Medical Education Online, 2023
Chia-Yu Wang, Sufen Chen, Ming-Yuan Huang
Diagnostic problem solving depicts the thinking process of systematically solving clinical problems when doctors encounter a patient or a clinical case [17]. It requires the activation of a set of conceptual and strategic knowledge while purposefully attending to and overseeing the problem-solving process (in other words, metacognition) [10]. Diagnostic problems are ill-structured, meaning that multiple approaches and paths to solutions are possible [18]. There have been extensive efforts to improve diagnostic competence (e.g., [19]) and reduce errors (e.g., [20,21]) that have been studied extensively. Previous research suggests that general medical knowledge is not necessarily linked to a medical student’s diagnostic performance [10,22], and cognitive strategies such as analyzing and information gathering do not directly contribute to correct diagnoses. However, superior metacognitive actions, such as forming inner representations and evaluation, are significantly associated with correct diagnoses [22]. Novice medical students’ metacognitive competence may explain why some learners solve clinical problems more effectively than others, even when they possess similar conceptual knowledge [8].
Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students
Published in Physiotherapy Theory and Practice, 2022
Madeleine Abrandt Dahlgren, Karin Valeskog, Kajsa Johansson, Samuel Edelbring
The answers describe how the definition of what the patient’s problem comprised was verified through a stepwise problem-solving process, that was seen as central for productive clinical reasoning. I think clinical reasoning is … what I choose to do with the patient I have in front of me … That I get some things out of my history taking that I choose to look in to further … and that you choose what is relevant to the problem through the whole clinical examination … and also set goals and interventions. (P6)For me clinical reasoning is … well a kind of a way of processing problems … If you take it from when a patient comes to me, I figure out what the problem is and then make my plan based on what I find and my previous experiences … and personalize … and set goals andinterventions. (P5)
Teamwork and Speed Bumps
Published in Structural Heart, 2021
David R. Holmes, Michael J. Mack, Patrick T. O’Gara
Teamwork with mutual collaboration and problem solving optimizes outcomes in a variety of situations both medical and non-medical. This collaborative approach is not unique to homo-sapiens but has been repeatedly documented in our nearest primate relatives.1 However, it is important to remember that once you start down the road together, it is seldom a straight highway without curves and speed bumps. The teamwork journey in medicine is an evolving one because; 1) the evidence base on which clinical recommendations are made is evolving rapidly; 2) both the strength and quality of evidence must be continuously evaluated and reevaluated by peer review after transparent reporting; 3) not all procedural outcomes are positive despite the best of intentions and; 4) recriminations and divisiveness can follow, especially when pre-procedural discussions have not been held and agreement not reached ahead of time.