Dear List Members,
Does anyone know of any studies, or anything in the literature which
addresses how learners are taught the concepts of therapy, diagnosis,
prognosis and harm? Although there is plenty of material on focusing
questions, formulating PICOs and explanations of study design, my group are
looking for what informs the step before that. So taking a complex scenario
which may generate several different questions concerning diagnosis,
treatment and prognosis and harm, how have students been taught so that they
know what these elements are? How have they been taught use them to
generate a problem (which can then be broken down into a question and PICO)?
We want to examine how we use our knowledge of these concepts and their
relationship to each other to tease out which problem to examine.
Our PICO could be something like:
P: Primary: Medical students, students in other health professions
Secondary: Other medical or allied profession learners, including
residents or licensed professionals
I: Instruction regarding how "Therapy" "Diagnosis" "Prognosis" are
inter-related at the level of primary interaction with patients and
constitute themes that inform the overall process of defining actions and
choices. Also, different modes of thinking about this issue and of teaching
it to learners.
C: As relevant to specific studies and inquiries
O: Learner stumbling blocks, effectiveness of instruction and of curricular
approaches, modified approaches and instructional tools
Any suggestions would be welcomed; our searching so far has turned up nothing!
Many thanks.
Louise
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Louise Falzon
Information Specialist
Center for Behavioral Cardiovascular Health
PH9 Room E117
622 West 168th St
Columbia University Medical Center
New York, New York, 10032
Email: [log in to unmask]
Telephone: 212.305.5633
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