Logical Reasoning zDeductive reasoning zInductive reasoning.
Clinical Reasoning Hypothesis-Driven History-Taking Project.
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Transcript of Clinical Reasoning Hypothesis-Driven History-Taking Project.
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Clinical Reasoning
Hypothesis-Driven History-Taking Project
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Provide the context & rationale for HDHT project
Situate the HDHT project within clinical education
Explain learning objectives of the ModuleShow module Explain SP exercise assessmentHow to access? When available? SP
exercise?
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“Expert clinicians begin to generate hypotheses regarding the suspected illness very quickly while gathering cues and information from the patient.”Pattern recognition
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“This hypothesis driven approach is a means of coping with the open-ended problem presented by a patient.”I’m not
sleeping very well…
There could be several explanations…Let me get some more information from you…
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‘The function of early hypotheses, therefore, is to limit thesize of the space that must be searched for solutions to
theproblem.’
‘Some way of progressively constraining the sizeof the search space must be found or else a clinicalworkup could never end in the time that is actuallyavailable’
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Hypotheses transform an open problem into one with several hypothetical solutions…
The goal of the interview and physical examination is to carry out a comparative evaluation of these competing ‘diagnoses’.
Differential Diagnosis
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“This hypothesis driven approach = means of coping with the open-ended problem presented by a patient.”
Creates a Tension !Also a Problem…
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Hypothesis Driven Approach Patient Centered Approach
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Patient Centered
Astute Diagnostician
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Unfortunately,
“Clinical educators insist that students carry
out a history:• Following a formulaic path • Suspending, until the end, speculation on
the illness in question.”
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Cardinal Questions▪ Problem?▪ Quality?▪ Duration, time course?▪ Intensity?▪ Aggravating?▪ Alleviating?▪ Radiation?▪ Associated Symptoms?
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Unfortunately..
“Clinical educators insist that students carry out a history and a review of systems by following a prescribed path suspending, until the end, all formulations of the illness in question.”
Patient: “What are you thinking?” Physician: “Oh, I haven’t started
thinking yet. First I gather all the information and then I think about it.”
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“We detriment our students in the traditional training approach by teaching a scheme that is not actually the one we expect them to utilize a scant year or two later.”
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What clinicians would actually admit that such is their method of reasoning!
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HPICardinal Question
s:ProblemLocationSeverity
AggravatingAlleviatingRadiatingAssoc Sxs
Cardinal Question
s
Pertinent +/-
Year 1 Year 2 Year 3 Year 4 Normal Pathology Patient Contact Develop Skills
Hypothesis Driven History Module:
Introduce Process
Case Profiles - illness scripts
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Enhance diagnostic abilities
Introduce pattern recognition
Maintain Patient-Centeredness
Objectives
Learning Module
SP Exercise Quiz
______________________________________________________________________
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Web module: Clinical Reasoning - epistemology
Diagnostic scripts & pattern
Self-Assessment Questions/Answers
Module
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-Module Open for Study February 17, 2010
-To Access Module: To be given out at lecture Feb 16th
-SP Encounter & Quiz March 23, 2010 (Entire Class)
Module’s Web link address
Timeline of Activities for Project