Stage 1: Problem identification | |
New information | |
NPd | New problem-related information |
NPs | Repeating information that has already been said |
NId | Asking for information not yet provided |
NIs | Complaining or repeatedly asking for information that cannot be provided |
Stage 2: Problem description | |
Clarifying/agreeing on terms/concepts | |
Ad | Discuss ambiguities or facts to clear them up; push limits of knowledge |
AIs | Ignoring or exhibiting impatience with ambiguities or asking facilitator to be content expert |
AId | Identify what the group/individual needs to know, including admitting when the answer is unknown and agreeing which phenomena require explanation |
Bringing outside knowledge experience to bear on problem | |
OEd | Drawing on personal experience |
OEs | Drawing on irrelevant personal experience, distracting group from case |
Stage 3: Problem exploration | |
Linking ideas, interpretation | |
Ld | Linking facts or ideas |
Ls | Repeating information without making inferences/offering an interpretation |
LTd | Interpretation of data |
LVd | Interpretation of data (on video) |
Justification | |
JHd | Develop working hypotheses |
JHs | Unwilling to explore other possible solutions/explanations for problem |
JSd | Justifying hypotheses or orders/action by providing examples or explaining |
JPs | Irrelevant or obscuring justification for hypotheses; agreeing without adding any comments |
Stage 4: Applicability | |
Pd | Discuss practical utility/concerns about approach to patient or treatment |
Ps | Suggest impractical orders/treatment |
Stage 5: Integration/critical assessment | |
LId | Synthesis of learning issues and application to problem; link findings after self-study to hypotheses; generalise to broader application |
LIs | Report learning issue with no synthesis or relation to problem. |
Cd | Student provides self- or peer assessment. |
Cs | Student is superficial or unwilling to assess self or peers |
Based on: Kamin et al.25
Note: d, deep; s, surface.