Ciri Pokok dan Pengenalan Pola dalam Penalaran Klinis Diagnostik: Implikasi Praktis bagi Pengajaran Klinis  

Oleh:

Sukardi, Elias

Jenis: Article from Journal - ilmiah nasional
Dalam koleksi: Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia vol. 03 no. 03 (Sep. 2008), page 88-98.
Topik: Clinical diagnostic reasoning and models; diagnostic algorithm; clinical key features; pattern recognition; non-analytic reasoning; undergraduate teaching; diagnostic errors

Ketersediaan

Perpustakaan FK Nomor Panggil: J38.K.02 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Teaching undergraduate medical students to focus on identifying clinical key features and recognizing clinical patterns for a wide range of cases may improve their skills in clinical diagnostic reasoning, decision making or problem solving. Recent studies have led to new insight into our construct of clinical expertise. This article attempts to introduce practical implications of the new information for clinical teaching at undergraduate level. There are at least three major conceptual models of clinical diagnostic reasoning. The non-analytic reasoning approach, e.g. pattern recognition, plays a major role in clinical practice, therefore the instruction in clinical diagnostic reasoning should include fostering skills in identifying key features and pattern recognition by exposing the students to the new concepts and principles, and to multiple and similar cases in various clinical settings in which they are required to apply the skills. The non-analytic approach should be used with adequate flexibility and adaptability, and in an interactive way in conjunction with other approaches to clinical diagnostic reasoning. The non-analytic approach may lead to biases at all levels of clinical expertise and some of the more common reasons of diagnostic errors, e.g. inadequate information eliciting or processing and premature closure, are briefly highlighted.

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