Variation in medical students' approaches to diagnosis: a basis for initiating conceptual change among teachers and students

Abstract

Cluster analyses revealed subgroup characteristics of students' diagnostic processes that are of potential benefit to both students and teachers. Teacher interviews indicated that, for students, the CEDI may act as a self-assessment tool to help develop their diagnostic and metacognitive skills. For teachers, the CEDI was seen to offer important information about their students' conceptions of diagnosis and diagnostic skills.

Enhancing the development of pharmacy education by changing pharmacy teaching

“…Furthermore, students' earlier knowledge is not taken into consideration in the learning situation. The purpose of assessment is usually to control students' learning outcomes in a formal way (Biggs, 1996(Biggs, , 2003Lindblom-Ylänne & Meyer, 1999;Vermunt & Verloop, 1999;Kember & Kwan, 2000;Prosser et al, 2003).…”

Introduction to clinical reasoning

“…Students who received the teaching were subsequently able to reproduce it better than control students but did not show any improvement for problem solving abilities (Murdoch Eaton & Cottrell 1999). Students vary in their development of diagnostic skills, which can be assessed by a number of instruments (Lindblom‐Ylanne & Meyer 1999) (Bordage et al 1990). Theoretically, teaching could be tailored to individual needs.…”