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Volume 12 (4)
Volume 12, Issue 4, 1992 
J Contin Educ Health Prof 1992; 12(4):205-213
MEDICINE
Sarina J. Grosswald, EdD A b s t r a c t If there are differences in the problem-solving approaches used by expert and novice physicians, it might be possible to identify these differences and capture the art of medicine. This study examined the differences between the problem-solving strategies of experienced and novice physicians. Three case scenarios were used to collect data, with each constructed to observe problem solving in a different context. The results indicate that the ability to incorporate contextual information into the formulation of a problem-solving strategy played the most important role in the effectiveness of the problem-solving. Additionally, the approaches of experienced physicians tended to be more inclusive than those of novices; however, both groups demonstrated premature diagnostic bias, assuming a diagnosis that was less than justified by available data. By teaching problem-solving techniques, it may be possible to increase the efficiency of learning in both novice and experienced physicians and also improve patient care. Keywords: Problem solving; algorithms; heuristics; CME; adult learning; expert/novice |
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