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Assessing the use of creative problem solving skills and generic influences on learning in clinical reasoning by physician assistant students
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http://hdl.handle.net/1860/609
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| Title: | Assessing the use of creative problem solving skills and generic influences on learning in clinical reasoning by physician assistant students |
| Authors: | Auth, Patrick Clifford |
| Keywords: | Education
Medical logic
Problem solving |
| Issue Date: | 15-Dec-2005 |
| Abstract: | The current research assessed the use of creative problems skills (flexibility, fluency, originality, elaboration, resistance to premature closure, and synthesis) and generic influence on learning traits (cognitive, synthesis, emotional, social physical and sensory) in clinical reasoning in physician assistant students.
A grounded-theory study was conducted and data was obtained using quantitative and qualitative methods. Thirty physician assistant students from the Drexel University Physician Assistant Program participated in the study.
The findings in this study concluded that physician assistant that physician assistant students are using creative problem solving traits in clinical reasoning. This was evident in the Auth's Diagnostic Thinking Inventory, clinical essays and standardized patient exercise. Fluency, synthesis, and resistance to premature closure are the most prevalent constructs of creativity in assessing clinical reasoning in physician assistant students. In addition, the findings in this study concluded that physician assistant are using generic influence on learning in clinical reasoning in the Reisman's Generic Influences on Learning Instrument, clinical reasoning essay and standardized patient exercise. Social, emotional and cognitive are the most prevalent constructs of generic influences on learning in assessing clinical reasoning in physician assistant students. The findings fonn this study provide physician assistant educators with tools necessary to better understand the clinical reasoning process in physician assistant students and to design a new standard for physician assistant curriculum. |
| URI: | http://hdl.handle.net/1860/609 |
| Appears in Collections: | Drexel Theses and Dissertations
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