Each of the schemes provided represents one approach that proved useful and meaningful to one experienced, expert author. There is no single right way to approach any given clinical presentation. This thus becomes a very powerful tool for both organization of knowledge memory (its primary role at the undergraduate medical education stage), as well as subsequent medical problem-solving. By classifying diagnoses into schemes, for each clinical presentation, the myriad of possible diagnoses become more manageable ‘groups’ of diagnoses. For a given clinical presentation, the number of possible diagnoses may be sufficiently large that it is not possible to consider them all at once or even remember all the possibilities. The domain of medicine can be broken down to 121 (±5) clinical presentations, which represent a common or important way in which a patient, group of patients, community or population presents to a physician, and expects the physician to recommend a method for managing the situation. To become excellent in diagnosis, it is necessary to practice retrieving from memory information necessary for problem resolution, thus facilitating an organized approach to problem-solving (scheme-driven problem solving). Knowledge organized into schemes (basic science and clinical information integrated into meaningful networks of concepts and facts) is useful for both information storage and retrieval. As new information becomes available, it is integrated into schemes already in existence, thus permitting learning to take place. These meaningful configurations or systematically arranged networks of connected facts are termed schemata. To achieve success, experts organize and “chunk” information into meaningful configurations, thereby reducing the memory load. Of the three, the strongest influence is the degree of meaning that can be imposed on the information. There are three major factors that influence learning and the retrieval of medical knowledge from memory: meaning, encoding specificity (the context and sequence for learning), and practice on the task of remembering. The material presented on this website and book is intended to assist learners in organizing their knowledge into information packets, which are more effective for the resolution of the patient problems they will encounter.
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