Audience: Second and third year internal medicine residents
Teaching Method: Chalk Talk, Pair-share
Learning Objectives:
Outline dual-processing theory as a framework for diagnostic reasoning
Discuss the use of problem representations as a tool for teaching diagnostic reasoning
Define components of a well-constructed problem representation
Practice generating problem representations
Description: This was an adaptation of a 90-minute teaching session given by Dr. Lauren Brown. Our session was condensed into a 40 minute brief introduction to teaching clinical reasoning for a “senior resident only” Academic Half Day session. I reviewed Dual-Process Theory as an introduction to understanding clinical reasoning. Dr. Lauren Noll then took the group through components of a great problem representation. Finally participants worked in small groups to develop their own problem representation of a clinical case that Dr. Noll and I developed together.
Reflections: Much of the Academic Half Day content for our internal residency program tends to be focused on medical content, so I was unsure how a more conceptual topic would be received. It seemed that everyone appreciated the content and we had 100% participation in the pair-share activity. This was also great opportunity to collaborate and adapt another person’s curriculum to fit into a different setting. For the next iteration I think this session would benefit from additional time to incorporate more practice as well as discuss problem solving for learners who are having trouble coming up with problem representations.
