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Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples
SIMPLE SUMMARY: This review seeks to open discussion on the teaching of problem-solving skills in veterinary learners. Before a veterinary learn-er can solve a problem, they need to be able to recognize the problem. Then, information is gathered and economically viable solutions determined. To make...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9611840/ https://www.ncbi.nlm.nih.gov/pubmed/36288123 http://dx.doi.org/10.3390/vetsci9100510 |
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author | Carr, Amanda (Mandi) Nichole Kirkwood, Roy Neville Petrovski, Kiro Risto |
author_facet | Carr, Amanda (Mandi) Nichole Kirkwood, Roy Neville Petrovski, Kiro Risto |
author_sort | Carr, Amanda (Mandi) Nichole |
collection | PubMed |
description | SIMPLE SUMMARY: This review seeks to open discussion on the teaching of problem-solving skills in veterinary learners. Before a veterinary learn-er can solve a problem, they need to be able to recognize the problem. Then, information is gathered and economically viable solutions determined. To make problem-solving easier, we suggest a process with 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. In order to put the above into context, we end the review with an example case scenario showing the approach of teaching of problem-solving. ABSTRACT: This paper seeks to open discussion on the teaching of problem-solving skills in veterinary learners. We start by defining the term problem before discussing what constitutes problem-solving. For veterinary medical learners, problem-solving techniques are similar to those of decision-making and are integral to clinical reasoning. Problem-solving requires the veterinary learner to organize information logically to allow application of prior or new knowledge in arriving at a solution. The decision-making must encompass choices that provide the most beneficial and economical approach. In a modification of an existing protocol, we suggest the inclusion of the 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. During problem-solving activities, the instructor should take the role of facilitator rather than teacher. Skills utilized in the facilitation of problem-solving by learners include coaching, differential reinforcement, effective feedback, modelling and ‘think out loud’. Effective feedback must inform learners of their progress and performance, as this is fundamental to continued learning and motivation to succeed. In order to put the above into context, we end with an example case scenario showing how we would approach the teaching of problem-solving to veterinary learners. |
format | Online Article Text |
id | pubmed-9611840 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-96118402022-10-28 Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples Carr, Amanda (Mandi) Nichole Kirkwood, Roy Neville Petrovski, Kiro Risto Vet Sci Opinion SIMPLE SUMMARY: This review seeks to open discussion on the teaching of problem-solving skills in veterinary learners. Before a veterinary learn-er can solve a problem, they need to be able to recognize the problem. Then, information is gathered and economically viable solutions determined. To make problem-solving easier, we suggest a process with 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. In order to put the above into context, we end the review with an example case scenario showing the approach of teaching of problem-solving. ABSTRACT: This paper seeks to open discussion on the teaching of problem-solving skills in veterinary learners. We start by defining the term problem before discussing what constitutes problem-solving. For veterinary medical learners, problem-solving techniques are similar to those of decision-making and are integral to clinical reasoning. Problem-solving requires the veterinary learner to organize information logically to allow application of prior or new knowledge in arriving at a solution. The decision-making must encompass choices that provide the most beneficial and economical approach. In a modification of an existing protocol, we suggest the inclusion of the 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. During problem-solving activities, the instructor should take the role of facilitator rather than teacher. Skills utilized in the facilitation of problem-solving by learners include coaching, differential reinforcement, effective feedback, modelling and ‘think out loud’. Effective feedback must inform learners of their progress and performance, as this is fundamental to continued learning and motivation to succeed. In order to put the above into context, we end with an example case scenario showing how we would approach the teaching of problem-solving to veterinary learners. MDPI 2022-09-20 /pmc/articles/PMC9611840/ /pubmed/36288123 http://dx.doi.org/10.3390/vetsci9100510 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Opinion Carr, Amanda (Mandi) Nichole Kirkwood, Roy Neville Petrovski, Kiro Risto Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples |
title | Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples |
title_full | Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples |
title_fullStr | Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples |
title_full_unstemmed | Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples |
title_short | Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples |
title_sort | facilitating development of problem-solving skills in veterinary learners with clinical examples |
topic | Opinion |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9611840/ https://www.ncbi.nlm.nih.gov/pubmed/36288123 http://dx.doi.org/10.3390/vetsci9100510 |
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