Competency VIII - Problem Solving

Definitions / Levels of achievement / Assessment criteria

I. Definitions

The competent graduate recognizes and thoroughly delineates problems.develops an informed action plan, acts to resolve problems, and subsequently assesses the results of his/her actions.

II. Levels of Achievement

A. Level One

Students have the knowledge base needed to understand and solve straightforward problems.

B. Level Two

Students have the bio-psycho-social knowledge base and clinical skills needed to identify and solve relatively straightforward medical problems.
They integrate data from multiple domains to suitably solve problems.
Pathophysiology's patient-centered, problem-based learning (PBL) formats offer good assessment opportunities.

C. Level Three

Students cogently address multi-dimensional biomedical problems requiring detailed knowledge.
They integrate the basic sciences, clinical aspects of medicine, and knowledge of behavioral sciences, bridging molecular and community levels and conception to senescence.
Students accomplish tasks despite unanticipated circumstances, unusual situations, and unexpected actions or consequences.
Good opportunities for assessment are offered by clerkships, clinical electives, and well-designed objective structured clinical examinations (OSCEs).

III. Assessment Criteria

A. Recognizes existence of problems; characterizes problems clearly and objectively.

B. Examines problems from disparate viewpoints.

C. Collects and integrates information necessary.

D. Generates and analyzes potential solution set; formulates an informed action plan.

E. Implements solutions and assesses their results.

IV. Competency Director Comments

A. Problem solving at level one can be assessed for any student after completion of an appropriate problem solving exercise.

B . PBL curricula-performance for each student in group PBL sessions over time is an appropriate exercise. The number and kind of PBL sessions constituting competency is left to the course director.

C. Non-PBL curricula-any exercise that requires a student in a formal setting to identify a problem, seek and find resources to solve the problem, present their findings, and offer a solution is an appropriate problem solving exercise. This exercise can be communicated in writing or orally to the course director or other faculty.

D . Example-in Gross Anatomy, the student might be asked to interpret some normal CT scans of the abdomen in Monday's lab. On Tuesday, the student seeks out atlases of CT cross-sectional anatomy and studies the problem CT scans. On Wednesday, the student gives an oral presentation interpreting the CTs of the abdomen in front of the course director and a few other students. Successful completion of exercises like this would constitute satisfactory completion of the problem solving competency at level one.

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