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Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Microskill #3 - Probe for Supporting Evidence
Have you ever made an accurate diagnosis or propose an appropriate management plan by chance or serendipity? Yes, it happens but is too dangerous for routine practice – and certainly much too dangerous for immature learners who have limited knowledge and experience. This third microskill aims to encourage the learner to "think out loud", sharing with the preceptor his/her rationale for the commitment they have just made to diagnosis, treatment, or other aspects of the patient’s problem. Adults learn by integrating experiences and reflecting on them. Your role is to prompt the learner to either validate their commitment or reject it if flawed. Try to prompt them, not "pimp" them with multiple questions! How could you do this?
As the student or resident works through the rational and evidence supporting their commitment, they will reveal both positives and negatives. Encourage them to re-evaluate their original commitment – isn’t that how the clinical decision-making process works? We constantly refine our decisions as we incorporate new data and new understandings…..sounds like "adult learning" is what we do constantly in patient care! |
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Community-Based
Teaching Benefits - Strategies for Teaching in a Busy
Practice Page last updated:
February 24, 2003
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