Better ways of learning
Peter Stride and Peter Scally describe a way to teach students clinical thinking skills
Medical education teaches knowledge, skills, and attitudes. The knowledge is mainly about facts, and when these are correctly aligned they can be regarded as wisdom. The skills transferred to the students are usually manual skills, such as inserting an intravenous line or performing an electrocardiogram. The attitudes are to an extent a development of those that are already present in the undergraduate.
One skill we believe is under-represented in medical courses is the skill of thinking. Is there a better way to teach students how to obtain information from the patient and combine that with knowledge that is known or accessible by the doctor? Also, is there a way to teach an optimal decision pathway in order to arrive at the conclusion of what to do for the best for the patient?
A medical history, taken with relevant detail, will provide the diagnosis or diagnostic possibilities in 78% of patients.'