An instructional model for training competence in solving clinical problems

10Citations
Citations of this article
51Readers
Mendeley users who have this article in their library.

Abstract

We examined the design of a course that aims to ease the transition from pre-clinical learning into clinical work. This course is based on the premise that many of the difficulties with which students are confronted in this transition result from a lack of experience in applying knowledge in real practice situations. It is focused on the development of competence in solving clinical problems; uses an instructional model with alternating clinical practicals, demonstrations, and tutorials; and extends throughout the last pre-clinical year. We used a "proof-of-concept" approach to establish whether the core principles of the course design are feasible with regard to achieving the intended results. With the learning functions and processes as a frame of reference, retrospective analysis of the course's design features shows that this design matches the conditions from theories of the development of competence in solving clinical problems and instructional design. Three areas of uncertainty in the design are identified: the quality of the cases (information, openness), effective teaching (student and teacher roles), and adjustment to the development of competence (progress, coherence).

Cite

CITATION STYLE

APA

Ramaekers, S. P. J., Van Beukelen, P., Kremer, W. D. J., Van Keulen, H., & Pilot, A. (2011). An instructional model for training competence in solving clinical problems. Journal of Veterinary Medical Education, 38(4), 360–372. https://doi.org/10.3138/jvme.38.4.360

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free