Development and Validation of the Diabetes Adolescent Problem Solving Questionnaire

PubMed Central

Mulvaney, Shelagh A.; Jaser, Sarah S.; Rothman, Russell L.; Russell, William; Pittel, Eric J.; Lybarger, Cindy; Wallston, Kenneth A.

2014-01-01

Objective Problem solving is a critical diabetes self-management skill. Because of a lack of clinically feasible measures, our aim was to develop and validate a self-report self-management problem solving questionnaire for adolescents with type 1 diabetes (T1D). Methods A multidisciplinary team of diabetes experts generated questionnaire items that addressed diabetes self-management problem solving. Iterative feedback from parents and adolescents resulted in 27 items. Adolescents from two studies (N=156) aged 13–17 were recruited through a pediatric diabetes clinic and completed measures through an online survey. Glycemic control was measured by HbA1c recorded in the medical record. Results Empirical elimination of items using Principal Components Analyses resulted in a 13-item unidimensional measure, the Diabetes Adolescent Problem Solving Questionnaire (DAPSQ) that explained 57% of the variance. The DAPSQ demonstrated internal consistency (Cronbach’s alpha = 0.92) and was correlated with diabetes self-management (r=0.53, p<.001), self-efficacy (r=0.54, p<.001), and glycemic control (r= −0.24, p<.01). Conclusion The DAPSQ is a brief instrument for assessment of diabetes self-management problem solving in youth with T1D associated with better self-management behaviors and glycemic control. Practice Implications The DAPSQ is a clinically feasible self-report measure that can provide valuable information regarding level of self-management problem solving and guide patient education. PMID:25063715

Development and validation of the diabetes adolescent problem solving questionnaire.

PubMed

Mulvaney, Shelagh A; Jaser, Sarah S; Rothman, Russell L; Russell, William E; Pittel, Eric J; Lybarger, Cindy; Wallston, Kenneth A

2014-10-01

Problem solving is a critical diabetes self-management skill. Because of a lack of clinically feasible measures, our aim was to develop and validate a self-report self-management problem solving questionnaire for adolescents with type 1 diabetes (T1D). A multidisciplinary team of diabetes experts generated questionnaire items that addressed diabetes self-management problem solving. Iterative feedback from parents and adolescents resulted in 27 items. Adolescents from two studies (N=156) aged 13-17 were recruited through a pediatric diabetes clinic and completed measures through an online survey. Glycemic control was measured by HbA1c recorded in the medical record. Empirical elimination of items using principal components analyses resulted in a 13-item unidimensional measure, the diabetes adolescent problem solving questionnaire (DAPSQ) that explained 56% of the variance. The DAPSQ demonstrated internal consistency (Cronbach's alpha=0.92) and was correlated with diabetes self-management (r=0.53, p<.001), self-efficacy (r=0.54, p<.001), and glycemic control (r=-0.24, p<.01). The DAPSQ is a brief instrument for assessment of diabetes self-management problem solving in youth with T1D and is associated with better self-management behaviors and glycemic control. The DAPSQ is a clinically feasible self-report measure that can provide valuable information regarding level of self-management problem solving and guide patient education. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

A problem solving and decision making toolbox for approaching clinical problems and decisions.

PubMed

Margolis, C; Jotkowitz, A; Sitter, H

2004-08-01

In this paper, we begin by presenting three real patients and then review all the practical conceptual tools that have been suggested for systematically analyzing clinical problems. Each of these conceptual tools (e.g. Evidence-Based Medicine, Clinical Practice Guidelines, Decision Analysis) deals mainly with a different type or aspect of clinical problems. We suggest that all of these conceptual tools can be thought of as belonging in the clinician's toolbox for solving clinical problems and making clinical decisions. A heuristic for guiding the clinician in using the tools is proposed. The heuristic is then used to analyze management of the three patients presented at the outset. Copyright 2004 Birkhäuser Verlag, Basel

Improving the learning of clinical reasoning through computer-based cognitive representation.

PubMed

Wu, Bian; Wang, Minhong; Johnson, Janice M; Grotzer, Tina A

2014-01-01

Objective Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction.

Improving the learning of clinical reasoning through computer-based cognitive representation

PubMed Central

Wu, Bian; Wang, Minhong; Johnson, Janice M.; Grotzer, Tina A.

2014-01-01

Objective Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results A significant improvement was found in students’ learning products from the beginning to the end of the study, consistent with students’ report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction. PMID:25518871

Improving the learning of clinical reasoning through computer-based cognitive representation.

PubMed

Wu, Bian; Wang, Minhong; Johnson, Janice M; Grotzer, Tina A

2014-01-01

Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction.

Teaching Evidence-based Medicine Using Literature for Problem Solving.

ERIC Educational Resources Information Center

Mottonen, Merja; Tapanainen, Paivi; Nuutinen, Matti; Rantala, Heikki; Vainionpaa, Leena; Uhari, Matti

2001-01-01

Evidence-based medicine--the process of using research findings systematically as the basis for clinical decisions--can be taught using problem-solving teaching methods. Evaluates whether it was possible to motivate students to use the original literature by giving them selected patient problems to solve. (Author/ASK)

Too upset to think: the interplay of borderline personality features, negative emotions, and social problem solving in the laboratory.

PubMed

Dixon-Gordon, Katherine L; Chapman, Alexander L; Lovasz, Nathalie; Walters, Kris

2011-10-01

Borderline personality disorder (BPD) is associated with poor social problem solving and problems with emotion regulation. In this study, the social problem-solving performance of undergraduates with high (n = 26), mid (n = 32), or low (n = 29) levels of BPD features was assessed with the Social Problem-Solving Inventory-Revised and using the means-ends problem-solving procedure before and after a social rejection stressor. The high-BP group, but not the low-BP group, showed a significant reduction in relevant solutions to social problems and more inappropriate solutions following the negative emotion induction. Increases in self-reported negative emotions during the emotion induction mediated the relationship between BP features and reductions in social problem-solving performance. In addition, the high-BP group demonstrated trait deficits in social problem solving on the Social Problem-Solving Inventory-Revised. These findings suggest that future research must examine social problem solving under differing emotional conditions, and that clinical interventions to improve social problem solving among persons with BP features should focus on responses to emotional contexts.

Do problem-solving skills affect success in nursing process applications? An application among Turkish nursing students.

PubMed

Bayindir Çevik, Ayfer; Olgun, Nermin

2015-04-01

This study aimed to determine the relationship between problem-solving and nursing process application skills of nursing. This is a longitudinal and correlational study. The sample included 71 students. An information form, Problem-Solving Inventory, and nursing processes the students presented at the end of clinical courses were used for data collection. Although there was no significant relationship between problem-solving skills and nursing process grades, improving problem-solving skills increased successful grades. Problem-solving skills and nursing process skills can be concomitantly increased. Students were suggested to use critical thinking, practical approaches, and care plans, as well as revising nursing processes in order to improve their problem-solving skills and nursing process application skills. © 2014 NANDA International, Inc.

Personality, problem solving, and adolescent substance use.

PubMed

Jaffee, William B; D'Zurilla, Thomas J

2009-03-01

The major aim of this study was to examine the role of social problem solving in the relationship between personality and substance use in adolescents. Although a number of studies have identified a relationship between personality and substance use, the precise mechanism by which this occurs is not clear. We hypothesized that problem-solving skills could be one such mechanism. More specifically, we sought to determine whether problem solving mediates, moderates, or both mediates and moderates the relationship between different personality traits and substance use. Three hundred and seven adolescents were administered the Substance Use Profile Scale, the Social Problem-Solving Inventory-Revised, and the Personality Experiences Inventory to assess personality, social problem-solving ability, and substance use, respectively. Results showed that the dimension of rational problem solving (i.e., effective problem-solving skills) significantly mediated the relationship between hopelessness and lifetime alcohol and marijuana use. The theoretical and clinical implications of these results were discussed.

Decision-Making and Problem-Solving Approaches in Pharmacy Education

PubMed Central

Martin, Lindsay C.; Holdford, David A.

2016-01-01

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care. PMID:27170823

Decision-Making and Problem-Solving Approaches in Pharmacy Education.

PubMed

Martin, Lindsay C; Donohoe, Krista L; Holdford, David A

2016-04-25

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care.

Problem-solving and mental health outcomes of women and children in the wake of intimate partner violence.

PubMed

Maddoux, John; Symes, Lene; McFarlane, Judith; Koci, Anne; Gilroy, Heidi; Fredland, Nina

2014-01-01

The environmental stress of intimate partner violence is common and often results in mental health problems of depression, anxiety, and PTSD for women and behavioral dysfunctions for their children. Problem-solving skills can serve to mitigate or accentuate the environmental stress of violence and associated impact on mental health. To better understand the relationship between problem-solving skills and mental health of abused women with children, a cross-sectional predictive analysis of 285 abused women who used justice or shelter services was completed. The women were asked about social problem-solving, and mental health symptoms of depression, anxiety, and PTSD as well as behavioral functioning of their children. Higher negative problem-solving scores were associated with significantly (P < 0.001) greater odds of having clinically significant levels of PTSD, anxiety, depression, and somatization for the woman and significantly (P < 0.001) greater odds of her child having borderline or clinically significant levels of both internalizing and externalizing behaviors. A predominately negative problem-solving approach was strongly associated with poorer outcomes for both mothers and children in the aftermath of the environmental stress of abuse. Interventions addressing problem-solving ability may be beneficial in increasing abused women's abilities to navigate the daily stressors of life following abuse.

Problem-Solving Skills among Precollege Students in Clinical Immunology and Microbiology: Classifying Strategies with a Rubric and Artificial Neural Network Technology.

ERIC Educational Resources Information Center

Kanowith-Klein, Susan; Stave, Mel; Stevens, Ron; Casillas, Adrian M.

2001-01-01

Investigates methods for classifying problem solving strategies of high school students who studied infectious and non-infectious diseases by using a software system that can generate a picture of students' strategies in solving problems. (Contains 24 references.) (Author/YDS)

Clinical Problem Solving: The Case of John, Part II--Excerpts from Sessions 2-7

ERIC Educational Resources Information Center

Drell, Martin J.; Josephson, Allan; Pleak, Richard; Riggs, Paula; Rosenfeld, Alvin

2006-01-01

This article is part two of the three part series of articles entitled "Clinical Problem Solving: The Case of John," with excerpts from Sessions 2-7. In this article, the authors give their responses to sessions 2-7. One author talks about psychodynamic issues and developmental issues, as well as family interaction and intrapsychic problems in…

Problem-Solving in the Pre-Clinical Curriculum: The Uses of Computer Simulations.

ERIC Educational Resources Information Center

Michael, Joel A.; Rovick, Allen A.

1986-01-01

Promotes the use of computer-based simulations in the pre-clinical medical curriculum as a means of providing students with opportunities for problem solving. Describes simple simulations of skeletal muscle loads, complex simulations of major organ systems and comprehensive simulation models of the entire human body. (TW)

Five Heads Are Better than One: Preliminary Results of Team-Based Learning in a Communication Disorders Graduate Course

ERIC Educational Resources Information Center

Epstein, Baila

2016-01-01

Background: Clinical problem-solving is fundamental to the role of the speech-language pathologist in both the diagnostic and treatment processes. The problem-solving often involves collaboration with clients and their families, supervisors, and other professionals. Considering the importance of cooperative problem-solving in the profession,…

Associations of Patient Health-Related Problem Solving with Disease Control, Emergency Department Visits, and Hospitalizations in HIV and Diabetes Clinic Samples

PubMed Central

Gemmell, Leigh; Kulkarni, Babul; Klick, Brendan; Brancati, Frederick L.

2007-01-01

Background Patient problem solving and decision making are recognized as essential to effective self-management across multiple chronic diseases. However, a health-related problem-solving instrument that demonstrates sensitivity to disease control parameters in multiple diseases has not been established. Objectives To determine, in two disease samples, internal consistency and associations with disease control of the Health Problem-Solving Scale (HPSS), a 50-item measure with 7 subscales assessing effective and ineffective problem-solving approaches, learning from past experiences, and motivation/orientation. Design Cross-sectional study. Participants Outpatients from university-affiliated medical center HIV (N = 111) and diabetes mellitus (DM, N = 78) clinics. Measurements HPSS, CD4, hemoglobin A1c (HbA1c), and number of hospitalizations in the previous year and Emergency Department (ED) visits in the previous 6 months. Results Administration time for the HPSS ranged from 5 to 10 minutes. Cronbach’s alpha for the total HPSS was 0.86 and 0.89 for HIV and DM, respectively. Higher total scores (better problem solving) were associated with higher CD4 and fewer hospitalizations in HIV and lower HbA1c and fewer ED visits in DM. Health Problem-Solving Scale subscales representing negative problem-solving approaches were consistently associated with more hospitalizations (HIV, DM) and ED visits (DM). Conclusions The HPSS may identify problem-solving difficulties with disease self-management and assess effectiveness of interventions targeting patient decision making in self-care. PMID:17443373

Coping and social problem solving correlates of asthma control and quality of life.

PubMed

McCormick, Sean P; Nezu, Christine M; Nezu, Arthur M; Sherman, Michael; Davey, Adam; Collins, Bradley N

2014-02-01

In a sample of adults with asthma receiving care and medication in an outpatient pulmonary clinic, this study tested for statistical associations between social problem-solving styles, asthma control, and asthma-related quality of life. These variables were measured cross sectionally as a first step toward more systematic application of social problem-solving frameworks in asthma self-management training. Recruitment occurred during pulmonology clinic service hours. Forty-four adults with physician-confirmed diagnosis of asthma provided data including age, gender, height, weight, race, income, and comorbid conditions. The Asthma Control Questionnaire, the Mini Asthma Quality of Life Questionnaire (Short Form), and peak expiratory force measures offered multiple views of asthma health at the time of the study. Maladaptive coping (impulsive and careless problem-solving styles) based on transactional stress models of health were assessed with the Social Problem-Solving Inventory-Revised: Short Form. Controlling for variance associated with gender, age, and income, individuals reporting higher impulsive-careless scores exhibited significantly lower scores on asthma control (β = 0.70, p = 0.001, confidence interval (CI) [0.37-1.04]) and lower asthma-related quality of life (β = 0.79, p = 0.017, CI [0.15-1.42]). These findings suggest that specific maladaptive problem-solving styles may uniquely contribute to asthma health burdens. Because problem-solving coping strategies are both measureable and teachable, behavioral interventions aimed at facilitating adaptive coping and problem solving could positively affect patient's asthma management and quality of life.

How doctors learn: the role of clinical problems across the medical school-to-practice continuum.

PubMed

Slotnick, H B

1996-01-01

The author proposes a theory of how physicians learn that uses clinical problem solving as its central feature. His theory, which integrates insights from Maslow, Schön, Norman, and others, claims that physicians-in-training and practicing physicians learn largely by deriving insights from clinical experience. These insights allow the learner to solve future problems and thereby address the learner's basic human needs for security, affiliation, and self-esteem. Ensuring that students gain such insights means that the proper roles of the teacher are (1) to select problems for students to solve and offer guidance on how to solve them, and (2) to serve as a role model of how to reflect on the problem, its solution, and the solution's effectiveness. Three principles guide instruction within its framework for learning: (1) learners, whether physicians-in-training or practicing physicians, seek to solve problems they recognize they have; (2) learners want to be involved in their own learning; and (3) instruction must both be time-efficient and also demonstrate the range of ways in which students can apply what they learn. The author concludes by applying the theory to an aspect of undergraduate education and to the general process of continuing medical education.

Problem Solving Strategies of Selected Pre-Service Secondary School Mathematics Teachers in Malaysia

ERIC Educational Resources Information Center

Yew, Wun Theam; Zamri, Sharifah Norul Akmar Syed

2016-01-01

Problem solving strategies of eight pre-service secondary school mathematics teachers (PSSMTs) were examined in this study. A case study research design was employed and clinical interview technique was used to collect the data. Materials collected for analysis consisted of audiotapes and videotapes of clinical interviews, subjects' notes and…

Randomized Controlled Trial of Problem-Solving Therapy for Minor Depression in Home Care

ERIC Educational Resources Information Center

Gellis, Zvi D.; McGinty, Jean; Tierney, Lynda; Jordan, Cindy; Burton, Jean; Misener, Elizabeth

2008-01-01

Objective: Data are presented from a pilot research program initiated to develop, refine, and test the outcomes of problem-solving therapy that targets the needs of older adults with minor depression in home care settings. Method: A pilot randomized clinical trial compares the impact of problem-solving therapy for home care to treatment as usual…

A Tale of Three Cases: Examining Accuracy, Efficiency, and Process Differences in Diagnosing Virtual Patient Cases

ERIC Educational Resources Information Center

Doleck, Tenzin; Jarrell, Amanda; Poitras, Eric G.; Chaouachi, Maher; Lajoie, Susanne P.

2016-01-01

Clinical reasoning is a central skill in diagnosing cases. However, diagnosing a clinical case poses several challenges that are inherent to solving multifaceted ill-structured problems. In particular, when solving such problems, the complexity stems from the existence of multiple paths to arriving at the correct solution (Lajoie, 2003). Moreover,…

Social problem-solving among adolescents treated for depression.

PubMed

Becker-Weidman, Emily G; Jacobs, Rachel H; Reinecke, Mark A; Silva, Susan G; March, John S

2010-01-01

Studies suggest that deficits in social problem-solving may be associated with increased risk of depression and suicidality in children and adolescents. It is unclear, however, which specific dimensions of social problem-solving are related to depression and suicidality among youth. Moreover, rational problem-solving strategies and problem-solving motivation may moderate or predict change in depression and suicidality among children and adolescents receiving treatment. The effect of social problem-solving on acute treatment outcomes were explored in a randomized controlled trial of 439 clinically depressed adolescents enrolled in the Treatment for Adolescents with Depression Study (TADS). Measures included the Children's Depression Rating Scale-Revised (CDRS-R), the Suicidal Ideation Questionnaire--Grades 7-9 (SIQ-Jr), and the Social Problem-Solving Inventory-Revised (SPSI-R). A random coefficients regression model was conducted to examine main and interaction effects of treatment and SPSI-R subscale scores on outcomes during the 12-week acute treatment stage. Negative problem orientation, positive problem orientation, and avoidant problem-solving style were non-specific predictors of depression severity. In terms of suicidality, avoidant problem-solving style and impulsiveness/carelessness style were predictors, whereas negative problem orientation and positive problem orientation were moderators of treatment outcome. Implications of these findings, limitations, and directions for future research are discussed. Copyright 2009 Elsevier Ltd. All rights reserved.

Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning

NASA Astrophysics Data System (ADS)

Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

2013-06-01

Much research in engineering and physics education has focused on improving students’ problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student’s expertise in solving problems using these strategies. These rubrics value “communication” between the student’s qualitative description of the physical situation and the student’s formal mathematical descriptions (usually equations) at two points: when initially setting up the equations, and when evaluating the final mathematical answer for meaning and plausibility. We argue that (i) neither the rubrics nor the associated problem-solving strategies explicitly value this kind of communication during mathematical manipulations of the chosen equations, and (ii) such communication is an aspect of problem-solving expertise. To make this argument, we present a case study of two students, Alex and Pat, solving the same kinematics problem in clinical interviews. We argue that Pat’s solution, which connects manipulation of equations to their physical interpretation, is more expertlike than Alex’s solution, which uses equations more algorithmically. We then show that the types of problem-solving rubrics currently available do not discriminate between these two types of solutions. We conclude that problem-solving rubrics should be revised or repurposed to more accurately assess problem-solving expertise.

Professional or administrative value patterns? Clinical pathways in medical problem-solving processes.

PubMed

Holmberg, Leif

2007-11-01

A health-care organization simultaneously belongs to two different institutional value patterns: a professional and an administrative value pattern. At the administrative level, medical problem-solving processes are generally perceived as the efficient application of familiar chains of activities to well-defined problems; and a low task uncertainty is therefore assumed at the work-floor level. This assumption is further reinforced through clinical pathways and other administrative guidelines. However, studies have shown that in clinical practice such administrative guidelines are often considered inadequate and difficult to implement mainly because physicians generally perceive task uncertainty to be high and that the guidelines do not cover the scope of encountered deviations. The current administrative level guidelines impose uniform structural features that meet the requirement for low task uncertainty. Within these structural constraints, physicians must organize medical problem-solving processes to meet any task uncertainty that may be encountered. Medical problem-solving processes with low task uncertainty need to be organized independently of processes with high task uncertainty. Each process must be evaluated according to different performance standards and needs to have autonomous administrative guideline models. Although clinical pathways seem appropriate when there is low task uncertainty, other kinds of guidelines are required when the task uncertainty is high.

Social problem-solving plus psychoeducation for adults with personality disorder: pragmatic randomised controlled trial.

PubMed

Huband, Nick; McMurran, Mary; Evans, Chris; Duggan, Conor

2007-04-01

Social problem-solving therapy may be relevant in the treatment of personality disorder, although assessments of its effectiveness are uncommon. To determine the effectiveness of a problem-solving intervention for adults with personality disorder in the community under conditions resembling routine clinical practice. Participants were randomly allocated to brief psychoeducation plus 16 problem-solving group sessions (n=87) or to waiting-list control (n=89). Primary outcome was comparison of scores on the Social Problem Solving Inventory and the Social Functioning Questionnaire between intervention and control arms at the conclusion of treatment, on average at 24 weeks after randomisation. In intention-to-treat analysis, those allocated to intervention showed significantly better problem-solving skills (P<0.001), higher overall social functioning (P=0.031) and lower anger expression (P=0.039) compared with controls. No significant differences were found on use of services during the intervention period. Problem-solving plus psychoeducation has potential as a preliminary intervention for adults with personality disorder.

Suicidality, problem-solving skills, attachment style, and hopelessness in Turkish students.

PubMed

Zeyrek, Emek Yüce; Gençöz, Faruk; Bergman, Yoav; Lester, David

2009-09-01

Among 180 Turkish university students, the probability of suicide was strongly predicted by both hopelessness and deficiencies in problem solving. In addition, for women, unhealthy attachment styles (preoccupied and dismissing) also predicted suicidality. The clinical implications of these findings are that psychotherapists should focus on helping suicidal adolescents improve their problem solving skills and decreasing their hopelessness and, for women, assisting them to develop healthier relationship styles.

Development and Application of a Computer Simulation Program to Enhance the Clinical Problem-Solving Skills of Students.

ERIC Educational Resources Information Center

Boh, Larry E.; And Others

1987-01-01

A project to (1) develop and apply a microcomputer simulation program to enhance clinical medication problem solving in preclerkship and clerkship students and (2) perform an initial formative evaluation of the simulation is described. A systematic instructional design approach was used in applying the simulation to the disease state of rheumatoid…

The association of minor and major depression with health problem-solving and diabetes self-care activities in a clinic-based population of adults with type 2 diabetes mellitus.

PubMed

Shin, Na; Hill-Briggs, Felicia; Langan, Susan; Payne, Jennifer L; Lyketsos, Constantine; Golden, Sherita Hill

2017-05-01

We examined whether problem-solving and diabetes self-management behaviors differ by depression diagnosis - major depressive disorder (MDD) and minor depressive disorder (MinDD) - in adults with Type 2 diabetes (T2DM). We screened a clinical sample of 702 adults with T2DM for depression, identified 52 positive and a sample of 51 negative individuals, and performed a structured diagnostic psychiatric interview. MDD (n=24), MinDD (n=17), and no depression (n=62) were diagnosed using Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV) Text Revised criteria. Health Problem-Solving Scale (HPSS) and Summary of Diabetes Self-Care Activities (SDSCA) questionnaires determined problem-solving and T2DM self-management skills, respectively. We compared HPSS and SDSCA scores by depression diagnosis, adjusting for age, sex, race, and diabetes duration, using linear regression. Total HPSS scores for MDD (β=-4.38; p<0.001) and MinDD (β=-2.77; p<0.01) were lower than no depression. Total SDSCA score for MDD (β=-10.1; p<0.01) was lower than for no depression, and was partially explained by total HPSS. MinDD and MDD individuals with T2DM have impaired problem-solving ability. MDD individuals had impaired diabetes self-management, partially explained by impaired problem-solving. Future studies should assess problem-solving therapy to treat T2DM and MinDD and integrated problem-solving with diabetes self-management for those with T2DM and MDD. Copyright © 2017 Elsevier Inc. All rights reserved.

Performance of subjects with and without severe mental illness on a clinical test of problem solving.

PubMed

Marshall, R C; McGurk, S R; Karow, C M; Kairy, T J; Flashman, L A

2006-06-01

Severe mental illness is associated with impairments in executive functions, such as conceptual reasoning, planning, and strategic thinking all of which impact problem solving. The present study examined the utility of a novel assessment tool for problem solving, the Rapid Assessment of Problem Solving Test (RAPS) in persons with severe mental illness. Subjects were 47 outpatients with severe mental illness and an equal number healthy controls matched for age and gender. Results confirmed all hypotheses with respect to how subjects with severe mental illness would perform on the RAPS. Specifically, the severely mentally ill subjects (1) solved fewer problems on the RAPS, (2) when they did solve problems on the test, they did so far less efficiently than their healthy counterparts, and (3) the two groups differed markedly in the types of questions asked on the RAPS. The healthy control subjects tended to take a systematic, organized, but not always optimal approach to solving problems on the RAPS. The subjects with severe mental illness used some of the problem solving strategies of the healthy controls, but their performance was less consistent and tended to deteriorate when the complexity of the problem solving task increased. This was reflected by a high degree of guessing in lieu of asking constraint questions, particularly if a category-limited question was insufficient to continue the problem solving effort.

Problem solving moderates the effects of life event stress and chronic stress on suicidal behaviors in adolescence.

PubMed

Grover, Kelly E; Green, Kelly L; Pettit, Jeremy W; Monteith, Lindsey L; Garza, Monica J; Venta, Amanda

2009-12-01

The present study examined the unique and interactive effects of stress and problem-solving skills on suicidal behaviors among 102 inpatient adolescents. As expected, life event stress and chronic stress each significantly predicted suicidal ideation and suicide attempt. Problem solving significantly predicted suicidal ideation, but not suicide attempt. Problem solving moderated the associations between life event stress and suicidal behaviors, as well as between chronic stress and suicidal ideation, but not chronic stress and suicide attempt. At high levels of stress, adolescents with poor problem-solving skills experienced elevated suicidal ideation and were at greater risk of making a nonfatal suicide attempt. The interactive effects decreased to non-significance after controlling for depressive symptoms and hopelessness. Clinical implications are discussed.

Effects of a Problem-Solving Intervention (COPE) on Quality of Life for Patients with Advanced Cancer on Clinical Trials and their Caregivers: Simultaneous Care Educational Intervention (SCEI): Linking Palliation and Clinical Trials

PubMed Central

Carducci, Michael; Loscalzo, Matthew J.; Linder, John; Greasby, Tamara; Beckett, Laurel A.

2011-01-01

Abstract Context Patients on investigational clinical trials and their caregivers experience poor quality of life (QOL), which declines as the disease progresses. Objective To examine the effect of a standardized cognitive–behavioral problem-solving educational intervention on the QOL of patients enrolled on investigational clinical trials and their caregivers. Design Prospective, multi-institution, randomized trial. QOL was measured repeatedly over 6 months. Participants Patients were simultaneously enrolled onto phase 1, 2, or 3 Institutional Review Board (IRB)-approved cancer clinical trials. Intervention Intervention arm dyads participated in three conjoint educational sessions during the first month, learning the COPE problem solving model. Nonintervention arm dyads received usual care. Outcome Measures Global QOL was measured by the City of Hope Quality of Life Instruments for Patients or Caregivers; problem solving skills were measured by the Social Problem Solving Inventory-Revised. Results The results are reported using the CONSORT statement. The analytic data set included 476 dyads including 1596 patient data points and 1576 care giver data points. Patient QOL showed no significant difference in the rate of change between the intervention and usual care arms (p = 0.70). Caregiver QOL scores in the intervention arm declined, but at less than half the rate in the control arm (p = 0.02). Conclusions The COPE intervention enabled the average caregiver to come much closer to stable QOL over the 6-month follow-up. Future studies should enroll subjects much earlier in the cancer illness trajectory, a common patient/caregiver theme. The maximum effect was seen in caregivers who completed the 6-month follow-up, suggesting that the impact may increase over time. PMID:21413846

Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students.

PubMed

Tayyeb, Rakhshanda

2013-01-01

To assess effectiveness of PBL as an instructional tool in clinical years to improve learning of undergraduate students in terms of acquisition of content knowledge, critical thinking and problem solving skills through problem based learning and traditional way of teaching. Quasi-experimental study. Fatima Jinnah Medical College for Women, Lahore, from October 2009 to April 2010. Final year medical students attending Obstetrics and Gynaecology and Surgery rotations were inducted as participants in this study. Two batches of 50 students each attended Gynaecology rotation and two batches attended Surgery rotation, i.e. 100 students in each. Each batch was divided into two groups i.e. A and B of 25 students each. Group-A learnt through traditional teaching, involving bedside teaching and lectures in wards and Group-B learnt relevant clinical knowledge through a modified PBL process. Content knowledge was tested by MCQs testing recall while clinical reasoning and problem were assessed by MCQs testing analysis and critical thinking. Intra-group comparison of mean scores of pre and post-test scores was done using paired sample t-tests while for intergroup comparison of mean scores was done through independent sample t-test. Teaching through traditional method significantly improved content knowledge, (p = 0.001) but did not considerably improve clinical reasoning and problem solving skills (p = 0.093) whereas, content knowledge of students who studied through PBL remained the same (p = 0.202) but there was marked improvement in their clinical reasoning and problem solving skills (p = < 0.001). PBL is an effective instructional tool to foster critical thinking and problem solving skills among medical students.

Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes

PubMed Central

Wade, Shari L.; Cassedy, Amy E.; Fulks, Lauren E.; Taylor, H. Gerry; Stancin, Terry; Kirkwood, Michael W.; Yeates, Keith O.; Kurowski, Brad G.

2017-01-01

Objective To examine the association of problem-solving with functioning in youth with traumatic brain injury (TBI). Design Cross-sectional evaluation of pretreatment data from a randomized controlled trial. Setting Four children’s hospitals and 1 general hospital, with level 1 trauma units. Participants Youth, ages 11 to 18 years, who sustained moderate or severe TBI in the last 18 months (N=153). Main Outcome Measures Problem-solving skills were assessed using the Social Problem-Solving Inventory (SPSI) and the Dodge Social Information Processing Short Stories. Everyday functioning was assessed based on a structured clinical interview using the Child and Adolescent Functional Assessment Scale (CAFAS) and via adolescent ratings on the Youth Self Report (YSR). Correlations and multiple regression analyses were used to examine associations among measures. Results The TBI group endorsed lower levels of maladaptive problem-solving (negative problem orientation, careless/impulsive responding, and avoidant style) and lower levels of rational problem-solving, resulting in higher total problem-solving scores for the TBI group compared with a normative sample (P<.001). Dodge Social Information Processing Short Stories dimensions were correlated (r=.23–.37) with SPSI subscales in the anticipated direction. Although both maladaptive (P<.001) and adaptive (P=.006) problem-solving composites were associated with overall functioning on the CAFAS, only maladaptive problem-solving (P<.001) was related to the YSR total when outcomes were continuous. For the both CAFAS and YSR logistic models, maladaptive style was significantly associated with greater risk of impairment (P=.001). Conclusions Problem-solving after TBI differs from normative samples and is associated with functional impairments. The relation of problem-solving deficits after TBI with global functioning merits further investigation, with consideration of the potential effects of problem-solving interventions on functional outcomes. PMID:28389109

Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes.

PubMed

Wade, Shari L; Cassedy, Amy E; Fulks, Lauren E; Taylor, H Gerry; Stancin, Terry; Kirkwood, Michael W; Yeates, Keith O; Kurowski, Brad G

2017-08-01

To examine the association of problem-solving with functioning in youth with traumatic brain injury (TBI). Cross-sectional evaluation of pretreatment data from a randomized controlled trial. Four children's hospitals and 1 general hospital, with level 1 trauma units. Youth, ages 11 to 18 years, who sustained moderate or severe TBI in the last 18 months (N=153). Problem-solving skills were assessed using the Social Problem-Solving Inventory (SPSI) and the Dodge Social Information Processing Short Stories. Everyday functioning was assessed based on a structured clinical interview using the Child and Adolescent Functional Assessment Scale (CAFAS) and via adolescent ratings on the Youth Self Report (YSR). Correlations and multiple regression analyses were used to examine associations among measures. The TBI group endorsed lower levels of maladaptive problem-solving (negative problem orientation, careless/impulsive responding, and avoidant style) and lower levels of rational problem-solving, resulting in higher total problem-solving scores for the TBI group compared with a normative sample (P<.001). Dodge Social Information Processing Short Stories dimensions were correlated (r=.23-.37) with SPSI subscales in the anticipated direction. Although both maladaptive (P<.001) and adaptive (P=.006) problem-solving composites were associated with overall functioning on the CAFAS, only maladaptive problem-solving (P<.001) was related to the YSR total when outcomes were continuous. For the both CAFAS and YSR logistic models, maladaptive style was significantly associated with greater risk of impairment (P=.001). Problem-solving after TBI differs from normative samples and is associated with functional impairments. The relation of problem-solving deficits after TBI with global functioning merits further investigation, with consideration of the potential effects of problem-solving interventions on functional outcomes. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.

PubMed

Kofler, Michael J; Larsen, Ross; Sarver, Dustin E; Tolan, Patrick H

2015-11-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with attention-deficit/hyperactivity disorder (ADHD) given their childhood social difficulties. Relatively few ADHD studies have examined social behavior and social-cognitive problem solving beyond the elementary years, or examined aspects of positive (prosocial) behavior. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (6th grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD-combined symptoms were compared longitudinally across 6th through 8th grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, oppositional-defiant disorder (ODD) symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d = -0.44) and more aggressive behavior (d = 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group after accounting for co-occurring ODD symptoms and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in 6th grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. (c) 2015 APA, all rights reserved).

Complex Problem Solving in Radiologic Technology: Understanding the Roles of Experience, Reflective Judgment, and Workplace Culture

ERIC Educational Resources Information Center

Yates, Jennifer L.

2011-01-01

The purpose of this research study was to explore the process of learning and development of problem solving skills in radiologic technologists. The researcher sought to understand the nature of difficult problems encountered in clinical practice, to identify specific learning practices leading to the development of professional expertise, and to…

Measuring health-related problem solving among African Americans with multiple chronic conditions: application of Rasch analysis.

PubMed

Fitzpatrick, Stephanie L; Hill-Briggs, Felicia

2015-10-01

Identification of patients with poor chronic disease self-management skills can facilitate treatment planning, determine effectiveness of interventions, and reduce disease complications. This paper describes the use of a Rasch model, the Rating Scale Model, to examine psychometric properties of the 50-item Health Problem-Solving Scale (HPSS) among 320 African American patients with high risk for cardiovascular disease. Items on the positive/effective HPSS subscales targeted patients at low, moderate, and high levels of positive/effective problem solving, whereas items on the negative/ineffective problem solving subscales mostly targeted those at moderate or high levels of ineffective problem solving. Validity was examined by correlating factor scores on the measure with clinical and behavioral measures. Items on the HPSS show promise in the ability to assess health-related problem solving among high risk patients. However, further revisions of the scale are needed to increase its usability and validity with large, diverse patient populations in the future.

A randomized trial of teen online problem solving: efficacy in improving caregiver outcomes after brain injury.

PubMed

Wade, Shari L; Walz, Nicolay C; Carey, JoAnne; McMullen, Kendra M; Cass, Jennifer; Mark, Erin; Yeates, Keith Owen

2012-11-01

To examine the results of a randomized clinical trial (RCT) of Teen Online Problem Solving (TOPS), an online problem solving therapy model, in increasing problem-solving skills and decreasing depressive symptoms and global distress for caregivers of adolescents with traumatic brain injury (TBI). Families of adolescents aged 11-18 who sustained a moderate to severe TBI between 3 and 19 months earlier were recruited from hospital trauma registries. Participants were assigned to receive a web-based, problem-solving intervention (TOPS, n = 20), or access to online resources pertaining to TBI (Internet Resource Comparison; IRC; n = 21). Parent report of problem solving skills, depressive symptoms, global distress, utilization, and satisfaction were assessed pre- and posttreatment. Groups were compared on follow-up scores after controlling for pretreatment levels. Family income was examined as a potential moderator of treatment efficacy. Improvement in problem solving was examined as a mediator of reductions in depression and distress. Forty-one participants provided consent and completed baseline assessments, with follow-up assessments completed on 35 participants (16 TOPS and 19 IRC). Parents in both groups reported a high level of satisfaction with both interventions. Improvements in problem solving skills and depression were moderated by family income, with caregivers of lower income in TOPS reporting greater improvements. Increases in problem solving partially mediated reductions in global distress. Findings suggest that TOPS may be effective in improving problem solving skills and reducing depressive symptoms for certain subsets of caregivers in families of adolescents with TBI.

Medical Problem-Solving: A Critique of the Literature.

ERIC Educational Resources Information Center

McGuire, Christine H.

1985-01-01

Prescriptive, decision-analysis of medical problem-solving has been based on decision theory that involves calculation and manipulation of complex probability and utility values to arrive at optimal decisions that will maximize patient benefits. The studies offer a methodology for improving clinical judgment. (Author/MLW)

Medical education and cognitive continuum theory: an alternative perspective on medical problem solving and clinical reasoning.

PubMed

Custers, Eugène J F M

2013-08-01

Recently, human reasoning, problem solving, and decision making have been viewed as products of two separate systems: "System 1," the unconscious, intuitive, or nonanalytic system, and "System 2," the conscious, analytic, or reflective system. This view has penetrated the medical education literature, yet the idea of two independent dichotomous cognitive systems is not entirely without problems.This article outlines the difficulties of this "two-system view" and presents an alternative, developed by K.R. Hammond and colleagues, called cognitive continuum theory (CCT). CCT is featured by three key assumptions. First, human reasoning, problem solving, and decision making can be arranged on a cognitive continuum, with pure intuition at one end, pure analysis at the other, and a large middle ground called "quasirationality." Second, the nature and requirements of the cognitive task, as perceived by the person performing the task, determine to a large extent whether a task will be approached more intuitively or more analytically. Third, for optimal task performance, this approach needs to match the cognitive properties and requirements of the task. Finally, the author makes a case that CCT is better able than a two-system view to describe medical problem solving and clinical reasoning and that it provides clear clues for how to organize training in clinical reasoning.

A functional neuroimaging study of the clinical reasoning of medical students.

PubMed

Chang, Hyung-Joo; Kang, June; Ham, Byung-Joo; Lee, Young-Mee

2016-12-01

As clinical reasoning is a fundamental competence of physicians for good clinical practices, medical academics have endeavored to teach reasoning skills to undergraduate students. However, our current understanding of student-level clinical reasoning is limited, mainly because of the lack of evaluation tools for this internal cognitive process. This functional magnetic resonance imaging (fMRI) study aimed to examine the clinical reasoning processes of medical students in response to problem-solving questions. We recruited 24 2nd-year medical students who had completed their preclinical curriculum. They answered 40 clinical vignette-based multiple-choice questions during fMRI scanning. We compared the imaging data for 20 problem-solving questions (reasoning task) and 20 recall questions (recall task). Compared to the recall task, the reasoning task resulted in significantly greater activation in nine brain regions, including the dorsolateral prefrontal cortex and inferior parietal cortex, which are known to be associated with executive function and deductive reasoning. During the recall task, significant activation was observed in the brain regions that are related to memory and emotions, including the amygdala and ventromedial prefrontal cortex. Our results support that medical students mainly solve clinical questions with deductive reasoning involving prior knowledge structures and executive functions. The problem-solving questions induced the students to utilize higher cognitive functions compared with the recall questions. Interestingly, the results suggested that the students experienced some emotional distress while they were solving the recall questions. In addition, these results suggest that fMRI is a promising research tool for investigating students' cognitive processes.

Case study method and problem-based learning: utilizing the pedagogical model of progressive complexity in nursing education.

PubMed

McMahon, Michelle A; Christopher, Kimberly A

2011-08-19

As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

PubMed

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective

PubMed Central

Peña, Adolfo

2010-01-01

Context The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the ‘acquisition’ of clinical skills. Objectives This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus' main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims. Conclusions Although the Dreyfus model may partially explain the ‘acquisition’ of some skills, it is debatable if it can explain the acquisition of clinical skills. The complex nature of clinical problem-solving skills and the rich interplay between the implicit and explicit forms of knowledge must be taken into consideration when we want to explain ‘acquisition’ of clinical skills. The idea that experts work from intuition, not from reason, should be evaluated carefully. PMID:20563279

Contribution of problem-solving skills to fear of recurrence in breast cancer survivors.

PubMed

Akechi, Tatuo; Momino, Kanae; Yamashita, Toshinari; Fujita, Takashi; Hayashi, Hironori; Tsunoda, Nobuyuki; Iwata, Hiroji

2014-05-01

Although fear of recurrence is a major concern among breast cancer survivors after surgery, no standard strategies exist that alleviate their distress. This study examined the association of patients' problem-solving skills and fear of recurrence and psychological distress among breast cancer survivors. Randomly selected, ambulatory, female patients with breast cancer participated in this study. They were asked to complete the Concerns about Recurrence Scale (CARS) and the Hospital Anxiety and Depression Scale. Multiple regression analyses were used to examine their associations. Data were obtained from 317 patients. Patients' problem-solving skills were significantly associated with all subscales of fear of recurrence and overall worries measured by the CARS. In addition, patients' problem-solving skills were significantly associated with both their anxiety and depression. Our findings warrant clinical trials to investigate effectiveness of psychosocial intervention program, including enhancing patients' problem-solving skills and reducing fear of recurrence among breast cancer survivors.

An Application of the Patient-Oriented Problem-Solving (POPS) System.

ERIC Educational Resources Information Center

Chiodo, Gary T.; And Others

1991-01-01

The Patient-Oriented Problem-Solving System, a cooperative learning model, was implemented in a second year immunology course at the Oregon Health Sciences University School of Dentistry, to correlate basic and clinical sciences information about Acquired Immune Deficiency Syndrome. Student enthusiasm and learning were substantial. (MSE)

Assessment for Intervention: A Problem-Solving Approach

ERIC Educational Resources Information Center

Brown-Chidsey, Rachel, Ed.

2005-01-01

This cutting-edge volume offers a complete primer on conducting problem-solving based assessments in school or clinical settings. Presented are an effective framework and up-to-date tools for identifying and remediating the many environmental factors that may contribute to a student's academic, emotional, or behavioral difficulties, and for…

Suicidality, Problem-Solving Skills, Attachment Style, and Hopelessness in Turkish Students

ERIC Educational Resources Information Center

Zeyrek, Emek Yuce; Gencoz, Faruk; Bergman, Yoav; Lester, David

2009-01-01

Among 180 Turkish university students, the probability of suicide was strongly predicted by both hopelessness and deficiencies in problem solving. In addition, for women, unhealthy attachment styles (preoccupied and dismissing) also predicted suicidality. The clinical implications of these findings are that psychotherapists should focus on helping…

Social problem-solving, perceived stress, negative life events, depression and life satisfaction in psoriasis.

PubMed

Eskin, M; Savk, E; Uslu, M; Küçükaydoğan, N

2014-11-01

Psoriasis is a chronic dermatosis which may cause significant impairment of the patient's quality of life. The purpose of this study was to investigate the social problem-solving skills, perceived stress, negative life events, depression and life satisfaction in psoriasis patients. Data were gathered by means of questionnaires and clinical evaluations from 51 psoriatic patients and 51 matched healthy controls. Average disease duration was 16.47 years and average Psoriasis Area and Severity Index score was 3.67. Compared with the controls, the patients displayed lower social problem-solving skills. They displayed higher negative problem orientation and impulsive-careless problem-solving style scores than the controls. Patients tended also to show more avoidant problem-solving style and lower life satisfaction than controls. There was no difference between psoriatic patients and controls in terms of depression, perceived stress and negative life events. Higher social problem-solving skills were associated with lower depression, perceived stress and fewer numbers of negative life events but higher level of life satisfaction. The patient group largely included mild and moderate psoriatic cases. The findings of the study suggest that problem-solving training or therapy may be a suitable option for alleviating levels of psychological distress in patients suffering from psoriasis. © 2014 European Academy of Dermatology and Venereology.

[Problem solving abilities of nursing students: the experience of the bachelor degree course in nursing at the University of Udine].

PubMed

Bulfone, Giampiera; Galletti, Caterina; Vellone, Ercole; Zanini, Antonietta; Quattrin, Rosanna

2008-01-01

The process nurses adopt to solve the patients' problems is known as "Problem Solving" in the literature. Problem Solving Abilities include Diagnostic Reasoning, Prognostic Judgment and Decision Making. Nursing students apply the Problem Solving to the Nursing Process that is the mental and operative approach that nurses use to plan the nursing care. The purpose of the present study is to examine if there is a positive relationship between the number of Educational Tutorial Strategies (Briefing, Debriefing and Discussion according to the Objective Structured Clinical Examination Methodology) used for nursing students and their learning of Problem Solving Abilities (Diagnostic Reasoning, Prognostic Judgment and Decision Making). The study design was retrospective, descriptive and comparative. The Problem Solving Instrument, specifically developed for this study and proved for its reliability and validity, was used to collect the data from a sample of 106 nursing care plans elaborated by the second-year students of the Bachelor Degree in Nursing of the University of Udine. Nursing care plans were elaborated during three times consecutively, after students had participated in different Educational Tutorial Strategies. Results showed that the more the students took part in a higher number of Educational Tutorial Strategies the more they significantly increased their Problem Solving Abilities. The results demonstrate that it is important to use Educational Tutorial Strategies in the nursing education to teach skills.

Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study.

PubMed

Nguyen, Cathina T; Fairclough, Diane L; Noll, Robert B

2016-01-01

Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3 months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. © The Author(s) 2015.

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder.

PubMed

Oswald, Tasha M; Beck, Jonathan S; Iosif, Ana-Maria; McCauley, James B; Gilhooly, Leslie J; Matter, John C; Solomon, Marjorie

2016-04-01

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

How Consistent Is the Clinical Diagnosis of Reading Specialists?

ERIC Educational Resources Information Center

Weisberg, Renee K.

A series of research studies on the consistency of reading specialists' diagnoses of students with reading problems have indicated that clinical agreement has been astonishingly low. To investigate which factors seem to lead to consistency in clinical diagnosis, a study was conducted based on a theory of clinical problem solving called inquiry…

Social problem solving, autobiographical memory, trauma, and depression in women with borderline personality disorder and a history of suicide attempts.

PubMed

Maurex, Liselotte; Lekander, Mats; Nilsonne, Asa; Andersson, Eva E; Asberg, Marie; Ohman, Arne

2010-09-01

The primary aim of this study was to compare the retrieval of autobiographical memory and the social problem-solving performance of individuals with borderline personality disorder (BPD) and a history of suicide attempts, with and without concurrent diagnoses of depression and/or post-traumatic stress disorder (PTSD), to that of controls. Additionally, the relationships between autobiographical memory, social problem-solving skills, and various clinical characteristics were examined in the BPD group. Individuals with BPD who had made at least two suicide attempts were compared to controls with regard to specificity of autobiographical memory and social problem-solving skills. Autobiographical memory specificity and social problem-solving skills were further studied in the BPD group by comparing depressed participants to non-depressed participants; and autobiographical memory specificity was also studied by comparing participants with and without PTSD. A total of 47 women with a diagnosis of BPD and 30 controls completed the Autobiographical Memory Test, assessing memory specificity, and the means-end problem solving-procedure, measuring social problem-solving skills. The prevalence of suicidal/self-injurious behaviour, and the exposure to violence, was also assessed in the BPD group. Compared to controls, participants with BPD showed reduced specificity of autobiographical memory, irrespective of either concurrent depression, previous depression, or concurrent PTSD. The depressed BPD group displayed poor problem-solving skills. Further, an association between unspecific memory and poor problem-solving was displayed in the BPD group. Our results confirmed that reduced specificity of autobiographical memory is an important characteristic of BPD individuals with a history of suicide attempt, independent of depression, or PTSD. Reduced specificity of autobiographical memory was further related to poor social problem-solving capacity in the BPD group.

Developmental Trajectories of Aggression, Prosocial Behavior, and Social-Cognitive Problem Solving in Emerging Adolescents with Clinically Elevated ADHD Symptoms

PubMed Central

Kofler, Michael J.; Larsen, Ross; Sarver, Dustin E.; Tolan, Patrick H.

2015-01-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with ADHD given their childhood social difficulties. Although childhood ADHD has been associated with increased aggression and peer relational difficulties, relatively few ADHD studies have examined social behavior beyond the elementary years, or examined aspects of positive (prosocial) behavior. In addition, social-cognitive problem solving has been implicated in ADHD; however, its longitudinal impact on prosocial and aggressive behavior is unclear. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (sixth grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD inattentive and hyperactive/impulsive symptoms were compared longitudinally across sixth through eighth grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, ODD symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d= −0.44) and more aggressive behavior (d= 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group, and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in sixth grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. PMID:26595479

[Out of hopelessness--problem solving training in suicide prevention].

PubMed

Perczel Forintos, Dóra; Póos, Judit

2008-01-01

Psychological studies have great importance in suicide prevention since psychological factors belong to the modifiable risk factors in suicide. These are the negative cognitive triad and hopelessness which are related to vague, over-generalized autobiographical memory and lead to poor problem solving abilities. In this paper we review the most relevant clinical psychology studies and models such as the cognitive model of suicide as well as the entrapment theory by Williams (2004). In the second part we describe the frequently used method of problem solving training/therapy which can be used in either individual or group format. We hope that the problem solving skill training will soon become a part of suicide prevention in Hungary also, since short,focused and evidence based interventions are much needed in psychiatric care.

What are some of the cognitive, psychological, and social factors that facilitate or hinder licensed vocational nursing students' acquisition of problem-solving skills involved with medication-dosage calculations?

NASA Astrophysics Data System (ADS)

Allen, Arthur William

The purpose of this study was to examine the cognitive and psychological factors that either enhanced or inhibited Licensed Vocational Nurse (LVN) students' abilities to solve medication-dosage calculation problems. A causal-comparative approach was adopted for use in this study which encompassed aspects of both qualitative and quantitative data collection. A purposive, maximum-variation sample of 20 LVN students was chosen from among a self-selected population of junior college LVN students. The participants' views and feelings concerning their training and clinical experiences in medication administration was explored using a semi-structured interview. In addition, data revealing the students' actual competence at solving sample medication-dosage calculation problems was gathered using a talk-aloud protocol. Results indicated that few participants anticipated difficulty with medication-dosage calculations, yet many participants reported being lost during much of the medication-dosage problem solving instruction in class. While many participants (65%) were able to solve the medication-dosage problems, some (35%) of the participants were unable to correctly solve the problems. Successful students usually spent time analyzing the problem and planning a solution path, and they tended to solve the problem faster than did unsuccessful participants. Successful participants relied on a formula or a proportional statement to solve the problem. They recognized conversion problems as a two-step process and solved the problems in that fashion. Unsuccessful participants often went directly from reading the problem statement to attempts at implementing vague plans. Some unsuccessful participants finished quickly because they just gave up. Others spent considerable time backtracking by rereading the problem and participating in aimless exploration of the problem space. When unsuccessful participants tried to use a formula or a proportion, they were unsure of the formula's or the proportion's format. A few unsuccessful participants lacked an understanding of basic algebraic procedures and of metric measurements. Even participants who had great difficulty solving medication-dosage calculation problems could expeditiously solve more complex problems if the medication used in the problem was well known to them.

Primer on clinical acid-base problem solving.

PubMed

Whittier, William L; Rutecki, Gregory W

2004-03-01

Acid-base problem solving has been an integral part of medical practice in recent generations. Diseases discovered in the last 30-plus years, for example, Bartter syndrome and Gitelman syndrome, D-lactic acidosis, and bulimia nervosa, can be diagnosed according to characteristic acid-base findings. Accuracy in acid-base problem solving is a direct result of a reproducible, systematic approach to arterial pH, partial pressure of carbon dioxide, bicarbonate concentration, and electrolytes. The 'Rules of Five' is one tool that enables clinicians to determine the cause of simple and complex disorders, even triple acid-base disturbances, with consistency. In addition, other electrolyte abnormalities that accompany acid-base disorders, such as hypokalemia, can be incorporated into algorithms that complement the Rules and contribute to efficient problem solving in a wide variety of diseases. Recently urine electrolytes have also assisted clinicians in further characterizing select disturbances. Acid-base patterns, in many ways, can serve as a 'common diagnostic pathway' shared by all subspecialties in medicine. From infectious disease (eg, lactic acidemia with highly active antiviral therapy therapy) through endocrinology (eg, Conn's syndrome, high urine chloride alkalemia) to the interface between primary care and psychiatry (eg, bulimia nervosa with multiple potential acid-base disturbances), acid-base problem solving is the key to unlocking otherwise unrelated diagnoses. Inasmuch as the Rules are clinical tools, they are applied throughout this monograph to diverse pathologic conditions typical in contemporary practice.

Within-Group Effect-Size Benchmarks for Problem-Solving Therapy for Depression in Adults

ERIC Educational Resources Information Center

Rubin, Allen; Yu, Miao

2017-01-01

This article provides benchmark data on within-group effect sizes from published randomized clinical trials that supported the efficacy of problem-solving therapy (PST) for depression among adults. Benchmarks are broken down by type of depression (major or minor), type of outcome measure (interview or self-report scale), whether PST was provided…

Solving Drug-Related Problems in the Professional Experience Program.

ERIC Educational Resources Information Center

Kane, Michael P.; And Others

1993-01-01

A study investigated the effectiveness of using the Pharmacist's Work-up of Drug Therapy (PWDT) in teaching 91 pharmacy students in a clinical clerkship program to identify and solve drug-related problems. Because the instructional technique was recently implemented, the study looked at effects of 3 different quantities of training (0, 1, and 3…

Investigating High-School Students' Reasoning Strategies when They Solve Linear Equations

ERIC Educational Resources Information Center

Huntley, Mary Ann; Marcus, Robin; Kahan, Jeremy; Miller, Jane Lincoln

2007-01-01

A cross-curricular structured-probe task-based clinical interview study with 44 pairs of third-year high-school mathematics students, most of whom were high achieving, was conducted to investigate their approaches to a variety of algebra problems. This paper presents results from one problem that involved solving a set of three linear equations of…

Concurrent validity and clinical usefulness of several individually administered tests of children's social-emotional cognition.

PubMed

McKown, Clark

2007-03-01

In this study, the validity of 5 tests of children's social-emotional cognition, defined as their encoding, memory, and interpretation of social information, was tested. Participants were 126 clinic-referred children between the ages of 5 and 17. All 5 tests were evaluated in terms of their (a) concurrent validity, (b) incremental validity, and (c) clinical usefulness in predicting social functioning. Tests included measures of nonverbal sensitivity, social language, and social problem solving. Criterion measures included parent and teacher report of social functioning. Analyses support the concurrent validity of all measures, and the incremental validity and clinical usefulness of tests of pragmatic language and problem solving.

Relationship of drug-addicted patients' personality disorders to social problem-solving changes during the rehabilitation process.

PubMed

Kolesnikova, Jelena; Miezitis, Solveiga; Osis, Guntars

2013-08-01

Drug-addicted patients exhibit various personality disorders that interfere with their adaptation to society, as well as their ability to participate in the rehabilitation process. The Latvian Rehabilitation Programme for drug addicts includes social problem-solving training to help patients reintegrate into society. However, the role of personality disorders has not been investigated in relation to this process. The aim of the study is to assess whether personality disorders predict changes in dimensions of social problem-solving after 6 months of rehabilitation for drug-addicted patients. The sample of this study consists of 31 drug-addicted patients from the Latvian rehabilitation centres aged 21-35 (females 21%, males 79%). Two inventories are used: the Social Problem-Solving Inventory--Revised (SPSI-R) and Millon(TM) Clinical Multiaxial Inventory--III (MCMI-III) adapted into Russian. Results of the study indicated that some MCMI-III personality disorders (Schizoid and Histrionic) negatively predicted SPSI-R Positive problem orientation, and narcissistic disorder positively predicted SPSI-R Avoidance style after 6 months in the Latvian Rehabilitation Programme. The other personality disorders did not predict social problem-solving dimensions. The results of the study suggest that some personality disorders are related to changes in social problem-solving dimensions for drug-addicted patients. Hence, it is important to consider the implications of particular personality disorders to facilitate the implementation of social problem-solving rehabilitation programmes.

Planning and problem-solving training for patients with schizophrenia: a randomized controlled trial

PubMed Central

2011-01-01

Background The purpose of this study was to assess whether planning and problem-solving training is more effective in improving functional capacity in patients with schizophrenia than a training program addressing basic cognitive functions. Methods Eighty-nine patients with schizophrenia were randomly assigned either to a computer assisted training of planning and problem-solving or a training of basic cognition. Outcome variables included planning and problem-solving ability as well as functional capacity, which represents a proxy measure for functional outcome. Results Planning and problem-solving training improved one measure of planning and problem-solving more strongly than basic cognition training, while two other measures of planning did not show a differential effect. Participants in both groups improved over time in functional capacity. There was no differential effect of the interventions on functional capacity. Conclusion A differential effect of targeting specific cognitive functions on functional capacity could not be established. Small differences on cognitive outcome variables indicate a potential for differential effects. This will have to be addressed in further research including longer treatment programs and other settings. Trial registration ClinicalTrials.gov NCT00507988 PMID:21527028

EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

PubMed

Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

Do social support, stigma, and social problem-solving skills predict depressive symptoms in people living with HIV? A mediation analysis.

PubMed

White, Worawan; Grant, Joan S; Pryor, Erica R; Keltner, Norman L; Vance, David E; Raper, James L

2012-01-01

Social support, stigma, and social problem solving may be mediators of the relationship between sign and symptom severity and depressive symptoms in people living with HIV (PLWH). However, no published studies have examined these individual variables as mediators in PLWH. This cross-sectional, correlational study of 150 PLWH examined whether social support, stigma, and social problem solving were mediators of the relationship between HIV-related sign and symptom severity and depressive symptoms. Participants completed self-report questionnaires during their visits at two HIV outpatient clinics in the Southeastern United States. Using multiple regression analyses as a part of mediation testing, social support, stigma, and social problem solving were found to be partial mediators of the relationship between sign and symptom severity and depressive symptoms, considered individually and as a set.

Maternal Knowledge of Nutrition, Problem-Solving Abilities and the Introduction of Complementary Foods into Infants' Diets

ERIC Educational Resources Information Center

Hart, Chantelle Nobile; Drotar, Dennis

2006-01-01

The purpose of the present study was to identify variables (maternal knowledge and problem-solving ability) associated with the early introduction of complementary foods (i.e. foods other than breastmilk or formula) into infants diets. Ninety-eight primarily African-American mothers who presented to an urban, ambulatory care clinic in the Midwest…

Generating optimal control simulations of musculoskeletal movement using OpenSim and MATLAB.

PubMed

Lee, Leng-Feng; Umberger, Brian R

2016-01-01

Computer modeling, simulation and optimization are powerful tools that have seen increased use in biomechanics research. Dynamic optimizations can be categorized as either data-tracking or predictive problems. The data-tracking approach has been used extensively to address human movement problems of clinical relevance. The predictive approach also holds great promise, but has seen limited use in clinical applications. Enhanced software tools would facilitate the application of predictive musculoskeletal simulations to clinically-relevant research. The open-source software OpenSim provides tools for generating tracking simulations but not predictive simulations. However, OpenSim includes an extensive application programming interface that permits extending its capabilities with scripting languages such as MATLAB. In the work presented here, we combine the computational tools provided by MATLAB with the musculoskeletal modeling capabilities of OpenSim to create a framework for generating predictive simulations of musculoskeletal movement based on direct collocation optimal control techniques. In many cases, the direct collocation approach can be used to solve optimal control problems considerably faster than traditional shooting methods. Cyclical and discrete movement problems were solved using a simple 1 degree of freedom musculoskeletal model and a model of the human lower limb, respectively. The problems could be solved in reasonable amounts of time (several seconds to 1-2 hours) using the open-source IPOPT solver. The problems could also be solved using the fmincon solver that is included with MATLAB, but the computation times were excessively long for all but the smallest of problems. The performance advantage for IPOPT was derived primarily by exploiting sparsity in the constraints Jacobian. The framework presented here provides a powerful and flexible approach for generating optimal control simulations of musculoskeletal movement using OpenSim and MATLAB. This should allow researchers to more readily use predictive simulation as a tool to address clinical conditions that limit human mobility.

Generating optimal control simulations of musculoskeletal movement using OpenSim and MATLAB

PubMed Central

Lee, Leng-Feng

2016-01-01

Computer modeling, simulation and optimization are powerful tools that have seen increased use in biomechanics research. Dynamic optimizations can be categorized as either data-tracking or predictive problems. The data-tracking approach has been used extensively to address human movement problems of clinical relevance. The predictive approach also holds great promise, but has seen limited use in clinical applications. Enhanced software tools would facilitate the application of predictive musculoskeletal simulations to clinically-relevant research. The open-source software OpenSim provides tools for generating tracking simulations but not predictive simulations. However, OpenSim includes an extensive application programming interface that permits extending its capabilities with scripting languages such as MATLAB. In the work presented here, we combine the computational tools provided by MATLAB with the musculoskeletal modeling capabilities of OpenSim to create a framework for generating predictive simulations of musculoskeletal movement based on direct collocation optimal control techniques. In many cases, the direct collocation approach can be used to solve optimal control problems considerably faster than traditional shooting methods. Cyclical and discrete movement problems were solved using a simple 1 degree of freedom musculoskeletal model and a model of the human lower limb, respectively. The problems could be solved in reasonable amounts of time (several seconds to 1–2 hours) using the open-source IPOPT solver. The problems could also be solved using the fmincon solver that is included with MATLAB, but the computation times were excessively long for all but the smallest of problems. The performance advantage for IPOPT was derived primarily by exploiting sparsity in the constraints Jacobian. The framework presented here provides a powerful and flexible approach for generating optimal control simulations of musculoskeletal movement using OpenSim and MATLAB. This should allow researchers to more readily use predictive simulation as a tool to address clinical conditions that limit human mobility. PMID:26835184

The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis

ERIC Educational Resources Information Center

Shin, In-Soo; Kim, Jung-Hee

2013-01-01

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for…

Ways of problem solving as predictors of relapse in alcohol dependent male inpatients.

PubMed

Demirbas, Hatice; Ilhan, Inci Ozgur; Dogan, Yildirim Beyatli

2012-01-01

The purpose of this study was to identify how remitters and relapsers view their everyday problem solving strategies. A total of 128 male alcohol dependent male inpatients who were hospitalized at the Ankara University Psychiatry Clinic, Alcohol and Substance Abuse Treatment Unit were recruited for the study. Subjects demographic status and alcohol use histories were assessed by a self-report questionnaire. Also, patients were evaluated with The Coopersmith Self-esteem Inventory (CSI), The Spielberger State-Trait Anxiety Scale (STAI-I-II), and The Problem Solving Inventory (PSI). Patients were followed for six months with monthly intervals after hospital discharge. Drinking status was assessed in terms of abstinence and relapse. Data were assessed with Student t-test, and univariate and multivariate analyses. In the logistic regression analysis, age, marital status, employment status and PSI subscores were taken as the independent variables and drinking state at the end of six months as the dependent variable. There were significant differences in reflective and avoidant styles, and monitoring style of problem solving between abstainers and relapses. It was found that subjects who perceived their problem solving style as less avoidant and less reflective were at greater risk to relapse. The findings demonstrated that active engagement in problem solving like utilizing avoidant and reflective styles of problem solving enhances abstinence. In treatment, expanding the behavior repertoire and increasing the variety of ways of problem solving ways that can be utilized in daily life should be one of the major goals of the treatment program. Copyright © 2011 Elsevier Ltd. All rights reserved.

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire.

PubMed

Camp, Joanne S; Karmiloff-Smith, Annette; Thomas, Michael S C; Farran, Emily K

2016-12-01

Individuals with neurodevelopmental disorders like Williams syndrome and Down syndrome exhibit executive function impairments on experimental tasks (Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010; Menghini, Addona, Costanzo, & Vicari, 2010), but the way that they use executive functioning for problem solving in everyday life has not hitherto been explored. The study aim is to understand cross-syndrome characteristics of everyday executive functioning and problem solving. Parents/carers of individuals with Williams syndrome (n=47) or Down syndrome (n=31) of a similar chronological age (m=17 years 4 months and 18 years respectively) as well as those of a group of younger typically developing children (n=34; m=8years 3 months) completed two questionnaires: the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) and a novel Problem-Solving Questionnaire. The rated likelihood of reaching a solution in a problem solving situation was lower for both syndromic groups than the typical group, and lower still for the Williams syndrome group than the Down syndrome group. The proportion of group members meeting the criterion for clinical significance on the BRIEF was also highest for the Williams syndrome group. While changing response, avoiding losing focus and maintaining perseverance were important for problem-solving success in all groups, asking for help and avoiding becoming emotional were also important for the Down syndrome and Williams syndrome groups respectively. Keeping possessions in order was a relative strength amongst BRIEF scales for the Down syndrome group. Results suggest that individuals with Down syndrome tend to use compensatory strategies for problem solving (asking for help and potentially, keeping items well ordered), while for individuals with Williams syndrome, emotional reactions disrupt their problem-solving skills. This paper highlights the importance of identifying syndrome-specific problem-solving strengths and difficulties to improve effective functioning in everyday life. Copyright © 2016 Elsevier Ltd. All rights reserved.

Wiki Activities in Blended Learning for Health Professional Students: Enhancing Critical Thinking and Clinical Reasoning Skills

ERIC Educational Resources Information Center

Snodgrass, Suzanne

2011-01-01

Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and…

Gaming as an Educational Strategy to Enhance Clinical Judgment and Knowledge Retention

ERIC Educational Resources Information Center

Lane, Jodie

2011-01-01

Classroom lecture methods in nursing education are falling short of providing long-term retention of knowledge and do not enhance problem solving skills or clinical judgment at the bedside. This problem impacts the health care recipients because applied knowledge and an enhanced skill set can provide nurses with confident clinical judgment to…

Five heads are better than one: preliminary results of team-based learning in a communication disorders graduate course.

PubMed

Epstein, Baila

2016-01-01

Clinical problem-solving is fundamental to the role of the speech-language pathologist in both the diagnostic and treatment processes. The problem-solving often involves collaboration with clients and their families, supervisors, and other professionals. Considering the importance of cooperative problem-solving in the profession, graduate education in speech-language pathology should provide experiences to foster the development of these skills. One evidence-based pedagogical approach that directly targets these abilities is team-based learning (TBL). TBL is a small-group instructional method that focuses on students' in-class application of conceptual knowledge in solving complex problems that they will likely encounter in their future clinical careers. The purpose of this pilot study was to investigate the educational outcomes and students' perceptions of TBL in a communication disorders graduate course on speech and language-based learning disabilities. Nineteen graduate students (mean age = 26 years, SD = 4.93), divided into three groups of five students and one group of four students, who were enrolled in a required graduate course, participated by fulfilling the key components of TBL: individual student preparation; individual and team readiness assurance tests (iRATs and tRATs) that assessed preparedness to apply course content; and application activities that challenged teams to solve complex and authentic clinical problems using course material. Performance on the tRATs was significantly higher than the individual students' scores on the iRATs (p < .001, Cohen's d = 4.08). Students generally reported favourable perceptions of TBL on an end-of-semester questionnaire. Qualitative analysis of responses to open-ended questions organized thematically indicated students' high satisfaction with application activities, discontent with the RATs, and recommendations for increased lecture in the TBL process. The outcomes of this pilot study suggest the effectiveness of TBL as an instructional method that provides student teams with opportunities to apply course content in problem-solving activities followed by immediate feedback. This research also addresses the dearth of empirical information on how graduate programmes in speech-language pathology bridge students' didactic learning and clinical practice. Future studies should examine the utility of this approach in other courses within the field and with more heterogeneous student populations. © 2015 Royal College of Speech and Language Therapists.

Effectiveness of Problem-Solving Therapy for Older, Primary Care Patients with Depression: Results from the IMPACT Project

ERIC Educational Resources Information Center

Arean, Patricia; Hegel, Mark; Vannoy, Steven; Fan, Ming-Yu; Unuzter, Jurgen

2008-01-01

Purpose: We compared a primary-care-based psychotherapy, that is, problem-solving therapy for primary care (PST-PC), to community-based psychotherapy in treating late-life major depression and dysthymia. Design and Methods: The data here are from the IMPACT study, which compared collaborative care within a primary care clinic to care as usual in…

Problem-solving ability and comorbid personality disorders in depressed outpatients.

PubMed

Harley, Rebecca; Petersen, Timothy; Scalia, Margaret; Papakostas, George I; Farabaugh, Amy; Fava, Maurizio

2006-01-01

Major depressive disorder (MDD) is associated with poor problem-solving abilities. In addition, certain personality disorders (PDs) that are common among patients with MDD are also associated with limited problem-solving skills. Attempts to understand the relationship between PDs and problem solving can be complicated by the presence of acute MDD. Our objective in this study was to investigate the relationships between PDs, problem-solving skills, and response to treatment among outpatients with MDD. We enrolled 312 outpatients with MDD in an open, fixed-dose, 8-week fluoxetine trial. PD diagnoses were ascertained via structured clinical interview before and after fluoxetine treatment. Subjects completed the Problem-Solving Inventory (PSI) at both time points. We used analyses of covariance (ANCOVAs) to assess relationships between PD diagnoses and PSI scores prior to treatment. Subjects were divided into three groups: those with PD diagnoses that remained stable after fluoxetine treatment (N=91), those who no longer met PD criteria after fluoxetine treatment (N=119), and those who did not meet criteria for a PD at any time point in the study (N=95). We used multiple chi(2) analyses to compare rates of MDD response and remission between the three PD groups. ANCOVA was also used to compare posttreatment PSI scores between PD groups. Prior to fluoxetine treatment, patients with avoidant, dependent, narcissistic, and borderline PDs reported significantly worse problem-solving ability than did patients without any PDs. Only subjects with dependent PD remained associated with poorer baseline problem-solving reports after the effects of baseline depression severity were controlled. Patients with stable PD diagnoses had significantly lower rates of MDD remission. Across PD groups, problem solving improved as MDD improved. No significant differences in posttreatment problem-solving were found between PD groups after controlling for baseline depression severity, baseline PSI score, and response to treatment. Treatment with fluoxetine is less likely to lead to remission of MDD in patients with stable PDs. More study is needed to investigate causal links between PDs, problem solving, and MDD treatment response. Published 2006 Wiley-Liss, Inc.

Clinical Correlations as a Tool in Basic Science Medical Education

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

2016-01-01

Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills. PMID:29349328

Does Problem-Solving Training for Family Caregivers Benefit Their Care Recipients With Severe Disabilities? A Latent Growth Model of the Project CLUES Randomized Clinical Trial

PubMed Central

Berry, Jack W.; Elliott, Timothy R.; Grant, Joan S.; Edwards, Gary; Fine, Philip R.

2012-01-01

Objective To examine whether an individualized problem-solving intervention provided to family caregivers of persons with severe disabilities provides benefits to both caregivers and their care recipients. Design Family caregivers were randomly assigned to an education-only control group or a problem-solving training (PST) intervention group. Participants received monthly contacts for 1 year. Participants Family caregivers (129 women, 18 men) and their care recipients (81 women, 66 men) consented to participate. Main Outcome Measures Caregivers completed the Social Problem-Solving Inventory–Revised, the Center for Epidemiological Studies-Depression scale, the Satisfaction with Life scale, and a measure of health complaints at baseline and in 3 additional assessments throughout the year. Care recipient depression was assessed with a short form of the Hamilton Depression Scale. Results Latent growth modeling was used to analyze data from the dyads. Caregivers who received PST reported a significant decrease in depression over time, and they also displayed gains in constructive problem-solving abilities and decreases in dysfunctional problem-solving abilities. Care recipients displayed significant decreases in depression over time, and these decreases were significantly associated with decreases in caregiver depression in response to training. Conclusions PST significantly improved the problem-solving skills of community-residing caregivers and also lessened their depressive symptoms. Care recipients in the PST group also had reductions in depression over time, and it appears that decreases in caregiver depression may account for this effect. PMID:22686549

Does problem-solving training for family caregivers benefit their care recipients with severe disabilities? A latent growth model of the Project CLUES randomized clinical trial.

PubMed

Berry, Jack W; Elliott, Timothy R; Grant, Joan S; Edwards, Gary; Fine, Philip R

2012-05-01

To examine whether an individualized problem-solving intervention provided to family caregivers of persons with severe disabilities provides benefits to both caregivers and their care recipients. Family caregivers were randomly assigned to an education-only control group or a problem-solving training (PST) intervention group. Participants received monthly contacts for 1 year. Family caregivers (129 women, 18 men) and their care recipients (81 women, 66 men) consented to participate. Caregivers completed the Social Problem-Solving Inventory-Revised, the Center for Epidemiological Studies-Depression scale, the Satisfaction with Life scale, and a measure of health complaints at baseline and in 3 additional assessments throughout the year. Care recipient depression was assessed with a short form of the Hamilton Depression Scale. Latent growth modeling was used to analyze data from the dyads. Caregivers who received PST reported a significant decrease in depression over time, and they also displayed gains in constructive problem-solving abilities and decreases in dysfunctional problem-solving abilities. Care recipients displayed significant decreases in depression over time, and these decreases were significantly associated with decreases in caregiver depression in response to training. PST significantly improved the problem-solving skills of community-residing caregivers and also lessened their depressive symptoms. Care recipients in the PST group also had reductions in depression over time, and it appears that decreases in caregiver depression may account for this effect. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Clinical pharmacology of antiepileptic drug use: "clinical pearls about the perils of patty".

PubMed

Schraeder, P L; Lathers, C M

1995-12-01

This Clinical Pharmacology Problem Solving (CPPS) Unit is for use with fourth- or fifth-year pharmacy students and third- or fourth-year medical students during conferences held when they are taking either a rotation in Neurology or Clinical Pharmacology. It may also be used for house staff teaching of residents in Neurology, Pediatrics, Internal Medicine, and Family Practice and fellows in Clinical Pharmacology. This material was prepared for a Teaching Clinic in Clinical Pharmacology taught by Claire M. Lathers, PhD, FCP, Hugh J. Burford, PhD, FCP, and Cedric M. Smith, MD, FCP, and sponsored by the American College of Clinical Pharmacology, September 19-20, 1992, Washington, DC. This workbook includes: (1) an introduction to the Clinical Pharmacology Problem Solving (CPPS) Unit; (2) the learning objectives of the clinical simulation; (3) a pretest; (4) four clinical episodes occurring over many years in the life of a patient; (5) answers to the pretest; (6) a posttest; (7) answers to the posttest.

A critical narrative review of transfer of basic science knowledge in health professions education.

PubMed

Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole

2018-06-01

'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that requires further development for implementation and scholarship. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Problem-solving therapy and supportive therapy in older adults with major depression and executive dysfunction.

PubMed

Areán, Patricia A; Raue, Patrick; Mackin, R Scott; Kanellopoulos, Dora; McCulloch, Charles; Alexopoulos, George S

2010-11-01

The purpose of this study was to determine whether problem-solving therapy is an effective treatment in older patients with depression and executive dysfunction, a population likely to be resistant to antidepressant drugs. Participants were adults age 60 and older with major depression and executive dysfunction. Problem-solving therapy was modified to be accessible to this population. Participants were randomly assigned to 12 weekly sessions of problem-solving therapy or supportive therapy and assessed at weeks 3, 6, 9, and 12. Of the 653 individuals referred for this study, 221 met selection criteria and were enrolled in the study. Reduction of depressive symptom severity was comparable for the two treatment groups during the first 6 weeks of treatment, but at weeks 9 and 12 the problem-solving therapy group had a greater reduction in symptom severity, a greater response rate, and a greater remission rate than the supportive therapy group (response rates at week 9: 47.1% and 29.3%; at week 12:56.7% and 34.0%; remission rates at week 9: 37.9% and 21.7%; at week 12: 45.6% and 27.8%). Problem-solving therapy yielded one additional response or remission over supportive therapy for every 4.4-5.6 patients by the end of the trial. These results suggest that problem-solving therapy is effective in reducing depressive symptoms and leading to treatment response and remission in a considerable number of older patients with major depression and executive dysfunction. The clinical value of this finding is that problem-solving therapy may be a treatment alternative in an older patient population likely to be resistant to pharmacotherapy.

Early in-session cognitive-emotional problem-solving predicts 12-month outcomes in depression with personality disorder.

PubMed

McCarthy, Kye L; Mergenthaler, Erhard; Grenyer, Brin F S

2014-01-01

Therapist-patient verbalizations reveal complex cognitive-emotional linguistic data. How these variables contribute to change requires further research. Emotional-cognitive text analysis using the Ulm cycles model software was applied to transcripts of the third session of psychotherapy for 20 patients with depression and personality disorder. Results showed that connecting cycle sequences of problem-solving in the third hour predicted 12-month clinical outcomes. Therapist-patient dyads most improved spent significantly more time early in session in connecting cycles, whilst the least improved moved into connecting cycles late in session. For this particular sample, it was clear that positive emotional problem-solving in therapy was beneficial.

The influence of eating psychopathology on autobiographical memory specificity and social problem-solving.

PubMed

Ridout, Nathan; Matharu, Munveen; Sanders, Elizabeth; Wallis, Deborah J

2015-08-30

The primary aim was to examine the influence of subclinical disordered eating on autobiographical memory specificity (AMS) and social problem solving (SPS). A further aim was to establish if AMS mediated the relationship between eating psychopathology and SPS. A non-clinical sample of 52 females completed the autobiographical memory test (AMT), where they were asked to retrieve specific memories of events from their past in response to cue words, and the means-end problem-solving task (MEPS), where they were asked to generate means of solving a series of social problems. Participants also completed the Eating Disorders Inventory (EDI) and Hospital Anxiety and Depression Scale. After controlling for mood, high scores on the EDI subscales, particularly Drive-for-Thinness, were associated with the retrieval of fewer specific and a greater proportion of categorical memories on the AMT and with the generation of fewer and less effective means on the MEPS. Memory specificity fully mediated the relationship between eating psychopathology and SPS. These findings have implications for individuals exhibiting high levels of disordered eating, as poor AMS and SPS are likely to impact negatively on their psychological wellbeing and everyday social functioning and could represent a risk factor for the development of clinically significant eating disorders. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Improving supervision: a team approach.

PubMed

1993-01-01

This issue of "The Family Planning Manager" outlines an interactive team supervision strategy as a means of improving family planning service quality and enabling staff to perform to their maximum potential. Such an approach to supervision requires a shift from a monitoring to a facilitative role. Because supervisory visits to the field are infrequent, the regional supervisor, clinic manager, and staff should form a team to share ongoing supervisory responsibilities. The team approach removes individual blame and builds consensus. An effective team is characterized by shared leadership roles, concrete work problems, mutual accountability, an emphasis on achieving team objectives, and problem resolution within the group. The team supervision process includes the following steps: prepare a visit plan and schedule; meet with the clinic manager and staff to explain how the visit will be conducted; supervise key activity areas (clinical, management, and personnel); conduct a problem-solving team meeting; conduct a debriefing meeting with the clinic manager; and prepare a report on the visit, including recommendations and follow-up plans. In Guatemala's Family Planning Unit, teams identify problem areas on the basis of agreement that a problem exists, belief that the problem can be solved with available resources, and individual willingness to accept responsibility for the specific actions identified to correct the problem.

Dysfunctional attitudes and poor problem solving skills predict hopelessness in major depression.

PubMed

Cannon, B; Mulroy, R; Otto, M W; Rosenbaum, J F; Fava, M; Nierenberg, A A

1999-09-01

Hopelessness is a significant predictor of suicidality, but not all depressed patients feel hopeless. If clinicians can predict hopelessness, they may be able to identify those patients at risk of suicide and focus interventions on factors associated with hopelessness. In this study, we examined potential predictors of hopelessness in a sample of depressed outpatients. In this study, we examined potential demographic, diagnostic, and symptom predictors of hopelessness in a sample of 138 medication-free outpatients (73 women and 65 men) with a primary diagnosis of major depression. The significance of predictors was evaluated in both simple and multiple regression analyses. Consistent with previous studies, we found no significant associations between demographic and diagnostic variables and greater hopelessness. Hopelessness was significantly associated with greater depression severity, poor problem solving abilities as assessed by the Problem Solving Inventory, and each of two measures of dysfunctional cognitions (the Dysfunctional Attitudes Scale and the Cognitions Questionnaire). In a stepwise multiple regression equation, however, only dysfunctional cognitions and poor problem solving offered non-redundant prediction of hopelessness scores, and accounted for 20% of the variance in these scores. This study is based on depressed patients entering into an outpatient treatment protocol. All analyses were correlational in nature, and no causal links can be concluded. Our findings, identifying clinical correlates of hopelessness, provide clinicians with potential additional targets for assessment and treatment of suicidal risk. In particular, clinical attention to dysfunctional attitudes and problem solving skills may be important for further reduction of hopelessness and perhaps suicidal risk.

A four-tier problem-solving scaffold to teach pain management in dental school.

PubMed

Ivanoff, Chris S; Hottel, Timothy L

2013-06-01

Pain constitutes a major reason patients pursue dental treatment. This article presents a novel curriculum to provide dental students comprehensive training in the management of pain. The curriculum's four-tier scaffold combines traditional and problem-based learning to improve students' diagnostic, pharmacotherapeutic, and assessment skills to optimize decision making when treating pain. Tier 1 provides underpinning knowledge of pain mechanisms with traditional and contextualized instruction by integrating clinical correlations and studying worked cases that stimulate clinical thinking. Tier 2 develops critical decision making skills through self-directed learning and actively solving problem-based cases. Tier 3 exposes students to management approaches taken in allied health fields and cultivates interdisciplinary communication skills. Tier 4 provides a "knowledge and experience synthesis" by rotating students through community pain clinics to practice their assessment skills. This combined teaching approach aims to increase critical thinking and problem-solving skills to assist dental graduates in better management of pain throughout their careers. Dental curricula that have moved to comprehensive care/private practice models are well-suited for this educational approach. The goal of this article is to encourage dental schools to integrate pain management into their curricula, to develop pain management curriculum resources for dental students, and to provide leadership for change in pain management education.

Learning Ethics through Everyday Problems: Informed Consent

ERIC Educational Resources Information Center

Verdu, Fernando; Frances, Francesc; Castello, Ana

2012-01-01

The teaching of bioethics and its importance in clinical relationships is to a certain extent complicated when we address students of medicine, young people who are more used to dealing with and solving strictly clinical problems. Informed Consent is one of the aspects of professional practice that is generally and widely accepted in Western…

Mr. Traore introduces team supervision. Case scenarios for training and group discussion.

PubMed

1993-01-01

This supplement to "The Family Planning Manager" presents a case example and five case discussion questions to illustrate the concept of team supervision. In contrast to traditional supervision, where an emphasis is placed on inspection and the uncovering of deficiencies, team supervision uses a facilitative, advocacy-oriented approach. Problem-solving and decision-making responsibilities are assumed by the clinic staff, who identify and analyze problems in group meetings. Thus, the focus shifts from assessing individual performance to evaluating how well they meet clinic objectives as a team. In the team meetings, the visiting supervisor asks the team as a whole to analyze clinic problems and ensures that all staff members are aware of the significance of their contributions. The supervisor also clarifies the division of labor required for implementing solutions and performance standards. Staff are asked if they have concerns they would like communicated to the next organizational level. The supervisory report of the visit can serve as a guide for implementing the recommendations. This approach may require that supervisors and clinic managers receive training in problem solving, motivating staff, team building, and providing constructive feedback.

MO-F-204-00: Preparing for the ABR Diagnostic and Nuclear Medical Physics Exams

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

Szczykutowicz, T.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zambelli, J.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

McKenney, S.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

MacDougall, R.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

MacDougall, R.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-00: Preparing for the ABR Diagnostic and Nuclear Medicine Physics Exams

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

Simiele, S.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bevins, N.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zambelli, J.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

The perceived problem-solving ability of nurse managers.

PubMed

Terzioglu, Fusun

2006-07-01

The development of a problem-solving approach to nursing has been one of the more important changes in nursing during the last decade. Nurse Managers need to have effective problem-solving and management skills to be able to decrease the cost of the health care and to increase the quality of care. This descriptive study was conducted to determine the perceived problem-solving ability of nurse managers. From a population of 87 nurse managers, 71 were selected using the stratified random sampling method, 62 nurse managers agreed to participate. Data were collected through a questionnaire including demographic information and a problem-solving inventory. The problem-solving inventory was developed by Heppner and Petersen in 1982, and validity and readability studies were done. It was adapted to Turkish by Sahin et al (1993). The acquired data have been evaluated on the software spss 10.0 programme, using percentages, mean values, one-way anova and t-test (independent samples t-test). Most of the nurses had 11 or more years of working experience (71%) and work as charge nurses in the clinics. It was determined that 69.4% of the nurse managers did not have any educational training in administration. The most encountered problems stated were issues related to managerial (30.6%) and professional staff (25.8%). It was identified that nurse managers who had received education about management, following scientific publication and scientific meeting and had followed management models, perceived their problem-resolving skills as more adequate than the others (P>0.05). In this study, it was determined that nurses do not perceive that they have problem-solving skills at a desired level. In this context, it is extremely important that this subject be given an important place in both nursing education curriculum and continuing education programmes.

Predictors of hopelessness among clinically depressed youth.

PubMed

Becker-Weidman, Emily G; Reinecke, Mark A; Jacobs, Rachel H; Martinovich, Zoran; Silva, Susan G; March, John S

2009-05-01

Factors that distinguish depressed individuals who become hopeless from those who do not are poorly understood. In this study, predictors of hopelessness were examined in a sample of 439 clinically depressed adolescents participating in the Treatment for Adolescents with Depression Study (TADS). The total score of the Beck Hopelessness Scale (BHS) was used to assess hopelessness at baseline. Multiple regression and logistic regression analyses were conducted to evaluate the extent to which variables were associated with hopelessness and determine which cluster of measures best predicted clinically significantly hopelessness. Hopelessness was associated with greater depression severity, poor social problem-solving, cognitive distortions, and family conflict. View of self, view of the world, internal attributional style, need for social approval, positive problem-solving orientation, and family problems consistently emerged as the best predictors of hopelessness in depressed youth. Cognitive and familial factors predict those depressed youth who have high levels of hopelessness.

A Problem-Based Course in Dental Implantology.

ERIC Educational Resources Information Center

Bell, Fred A.; Hendricson, William D.

1993-01-01

A problem-based predoctoral dental implantology course at the University of Texas had small tutorial groups solve specific patient problems through discussion, individual research, clinical experience, and subsequent sharing of knowledge. Student reactions were enthusiastically positive and their performance exceeded faculty expectations.…

Exploring how students think: a new method combining think-aloud and concept mapping protocols.

PubMed

Pottier, Pierre; Hardouin, Jean-Benoit; Hodges, Brian D; Pistorius, Marc-Antoine; Connault, Jérome; Durant, Cécile; Clairand, Renaud; Sebille, Véronique; Barrier, Jacques-Henri; Planchon, Bernard

2010-09-01

A key element of medical competence is problem solving. Previous work has shown that doctors use inductive reasoning to progress from facts to hypotheses and deductive reasoning to move from hypotheses to the gathering of confirmatory information. No individual assessment method has been designed to quantify the use of inductive and deductive procedures within clinical reasoning. The aim of this study was to explore the feasibility and reliability of a new method which allows for the rapid identification of the style (inductive or deductive) of clinical reasoning in medical students and experts. The study included four groups of four participants. These comprised groups of medical students in Years 3, 4 and 5 and a group of specialists in internal medicine, all at a medical school with a 6-year curriculum in France. Participants were asked to solve four clinical problems by thinking aloud. The thinking expressed aloud was immediately transcribed into concept maps by one or two 'writers' trained to distinguish inductive and deductive links. Reliability was assessed by estimating the inter-writer correlation. The calculated rate of inductive reasoning, the richness score and the rate of exhaustiveness of reasoning were compared according to the level of expertise of the individual and the type of clinical problem. The total number of maps drawn amounted to 32 for students in Year 4, 32 for students in Year 5, 16 for students in Year 3 and 16 for experts. A positive correlation was found between writers (R = 0.66-0.93). Richness scores and rates of exhaustiveness of reasoning did not differ according to expertise level. The rate of inductive reasoning varied as expected according to the nature of the clinical problem and was lower in experts (41% versus 67%). This new method showed good reliability and may be a promising tool for the assessment of medical problem-solving skills, giving teachers a means of diagnosing how their students think when they are confronted with clinical problems.

A comparative study of the effects of problem-solving skills training and relaxation on the score of self-esteem in women with postpartum depression

PubMed Central

Nasiri, Saeideh; Kordi, Masoumeh; Gharavi, Morteza Modares

2015-01-01

Background: Self-esteem is a determinant factor of mental health. Individuals with low self-esteem have depression, and low self-esteem is one of main symptoms of depression. Aim of this study is to compare the effects of problem-solving skills and relaxation on the score of self-esteem in women with postpartum depression. Materials and Methods: This clinical trial was performed on 80 women. Sampling was done in Mashhad healthy centers from December 2009 to June 2010. Women were randomly divided and assigned to problem-solving skills (n = 26), relaxation (n = 26), and control groups (n = 28). Interventions were implemented for 6 weeks and the subjects again completed Eysenck self-esteem scale 9 weeks after delivery. Data analysis was done by descriptive statistics, Kruskal–Wallis test, and analysis of variance (ANOVA) test by SPSS software. Results: The findings showed that the mean of self-esteem scale scores was 117.9 ± 9.7 after intervention in the problem-solving group, 117.0 ± 11.8 in the relaxation group, and 113.5 ± 10.4 in the control group and there was significant difference between the groups of relaxation and problem solving, and also between intervention groups and control group. Conclusions: According to the results, problem-solving skills and relaxation can be used to prevent and recover from postpartum depression. PMID:25709699

Problem solving as a core strategy in the prevention of schizophrenia and other mental disorders.

PubMed

Falloon, I R

2000-11-01

To outline the rationale for implementing training in structured problem solving as a primary prevention strategy for major mental disorders. The evidence that training people in a structured method of solving their personal problems is an effective strategy in the treatment of established cases of schizophrenic and major mood disorders, is selectively reviewed. Most of the relevant research focused on the prevention of major recurrent episodes of psychosis. There is some evidence to support the hypothesis that this strategy may assist many people to achieve a full and sustained recovery from the clinical and social impairments of these disorders, especially when patients are taught to use structured problem solving with members of their personal resource groups, and they continue to take optimal doses of psychoactive medication. There is support for the hypothesis that the key therapeutic factor associated with these benefits is the improved efficiency of the management of life stress. The simplicity of problem solving, the educational methods used, and the widespread application to a person's lifestyle would appear to make this a possible candidate for a primary prevention program for major mental disorders. Guidebooks and teaching aids have been developed and show excellent consumer acceptance.

From problem solving to problem definition: scrutinizing the complex nature of clinical practice.

PubMed

Cristancho, Sayra; Lingard, Lorelei; Regehr, Glenn

2017-02-01

In medical education, we have tended to present problems as being singular, stable, and solvable. Problem solving has, therefore, drawn much of medical education researchers' attention. This focus has been important but it is limited in terms of preparing clinicians to deal with the complexity of the 21st century healthcare system in which they will provide team-based care for patients with complex medical illness. In this paper, we use the Soft Systems Engineering principles to introduce the idea that in complex, team-based situations, problems usually involve divergent views and evolve with multiple solution iterations. As such we need to shift the conversation from (1) problem solving to problem definition, and (2) from a problem definition derived exclusively at the level of the individual to a definition derived at the level of the situation in which the problem is manifested. Embracing such a focus on problem definition will enable us to advocate for novel educational practices that will equip trainees to effectively manage the problems they will encounter in complex, team-based healthcare.

Family Caregiver Social Problem-Solving Abilities and Adjustment to Caring for a Relative with Vision Loss

PubMed Central

Bambara, Jennifer K.; Owsley, Cynthia; Wadley, Virginia; Martin, Roy; Porter, Chebon; Dreer, Laura E.

2009-01-01

Purpose To examine the prevalence of persons at risk for depression among family caregivers of visually impaired persons and the extent to which social problem-solving abilities are associated with caregiver depressive symptomatology and life satisfaction. Methods Family caregivers were defined as adults who accompanied their adult relative to an appointment at a low-vision rehabilitation clinic and self-identified themselves as the primary family caregiver responsible for providing some form of assistance for their relative due to vision impairment. Demographic variables, depressive symptoms, life satisfaction, caregiver burden, and social problem-solving abilities were assessed in caregivers. The patient’s visual acuity and depressive symptoms and their relationship to the caregiver’s depressive symptoms and life satisfaction were also examined. Results Ninety-six family caregivers were enrolled. Of those, 35.4% were identified as at risk for depression. Among caregivers, dysfunctional or ineffective social problem-solving abilities were significantly associated with greater depressive symptomatology and decreased life satisfaction after adjustment for caregiver burden and demographic and medical variables for both the caregiver and the visually impaired patient. Problem orientation or motivation to solving problems was also significantly associated with caregiver depression and satisfaction with life. Conclusions A substantial number of caregivers of visually impaired adults experience psychosocial distress, particularly among those who possess poor social problem-solving abilities. These results underscore the need for routine screening and treatment of emotional distress among individuals caring for relatives with vision impairments. Future research should examine the extent to which psychosocial interventions targeting caregiver social problem-solving skills may be useful not only in improving caregiver quality of life but also in subsequently enhancing rehabilitation outcomes for the visually impaired care recipient. PMID:19060279

Family caregiver social problem-solving abilities and adjustment to caring for a relative with vision loss.

PubMed

Bambara, Jennifer K; Owsley, Cynthia; Wadley, Virginia; Martin, Roy; Porter, Chebon; Dreer, Laura E

2009-04-01

To examine the prevalence of persons at risk for depression among family caregivers of visually impaired persons and the extent to which social problem-solving abilities are associated with caregiver depressive symptomatology and life satisfaction. Family caregivers were defined as adults who accompanied their adult relative to an appointment at a low-vision rehabilitation clinic and self-identified themselves as the primary family caregiver responsible for providing some form of assistance for their relative due to vision impairment. Demographic variables, depressive symptoms, life satisfaction, caregiver burden, and social problem-solving abilities were assessed in caregivers. The patient's visual acuity and depressive symptoms and their relationship to the caregiver's depressive symptoms and life satisfaction were also examined. Ninety-six family caregivers were enrolled. Of those, 35.4% were identified as at risk for depression. Among caregivers, dysfunctional or ineffective social problem-solving abilities were significantly associated with greater depressive symptomatology and decreased life satisfaction after adjustment for caregiver burden and demographic and medical variables for both the caregiver and the visually impaired patient. Problem orientation or motivation to solving problems was also significantly associated with caregiver depression and satisfaction with life. A substantial number of caregivers of visually impaired adults experience psychosocial distress, particularly among those who possess poor social problem-solving abilities. These results underscore the need for routine screening and treatment of emotional distress among individuals caring for relatives with vision impairments. Future research should examine the extent to which psychosocial interventions targeting caregiver social problem-solving skills may be useful not only in improving caregiver quality of life but also in subsequently enhancing rehabilitation outcomes for the visually impaired care recipient.

Clinical Case Management versus Case Management with Problem-Solving Therapy in Low-Income, Disabled Elders with Major Depression: A Randomized Clinical Trial

PubMed Central

Alexopoulos, George S.; Raue, Patrick J.; McCulloch, Charles; Kanellopoulos, Dora; Seirup, Joanna K.; Sirey, Jo Anne; Banerjee, Samprit; Kiosses, Dimitris N.; Areán, Patricia A.

2015-01-01

Objective To test the hypotheses that (1) clinical case management integrated with problem-solving therapy (CM-PST) is more effective than clinical case management alone (CM) in reducing depressive symptoms of depressed, disabled, impoverished patients and that (2) development of problem-solving skills mediates improvement of depression. Methods This randomized clinical trial with a parallel design allocated participants to CM or CM-PST at 1:1 ratio. Raters were blind to patients’ assignments. Two hundred seventy-one individuals were screened and 171 were randomized to 12 weekly sessions of either CM or CM-PST. Participants were at least 60 years old with major depression measured with the 24-item Hamilton Depression Rating Scale (HAM-D), had at least one disability, were eligible for home-based meals services, and had income no more than 30% of their counties’ median. Results CM and CM-PST led to similar declines in HAM-D over 12 weeks (t = 0.37, df = 547, p = 0.71); CM was noninferior to CM-PST. The entire study group (CM plus CM-PST) had a 9.6-point decline in HAM-D (t = 18.7, df = 547, p <0.0001). The response (42.5% versus 33.3%) and remission (37.9% versus 31.0%) rates were similar (χ2 = 1.5, df = 1, p = 0.22 and χ2 = 0.9, df = 1, p = 0.34, respectively). Development of problem-solving skills did not mediate treatment outcomes. There was no significant increase in depression between the end of interventions and 12 weeks later (0.7 HAM-D point increase) (t = 1.36, df = 719, p = 0.17). Conclusion Organizations offering CM are available across the nation. With training in CM, their social workers can serve the many depressed, disabled, low-income patients, most of whom have poor response to antidepressants even when combined with psychotherapy. PMID:25794636

Beyond Ockham's Razor: Redefining Problem-Solving in Clinical Sleep Medicine using a “Five-Finger” Approach

PubMed Central

McCarty, David E.

2010-01-01

The rule of diagnostic parsimony—otherwise known as “Ockham's Razor”—teaches students of medicine to find a single unifying diagnosis to explain a given patient's symptoms. While this approach has merits in some settings, a more comprehensive approach is often needed for patients with chronic, nonspecific presentations for which there is a broad differential diagnosis. The cardinal manifestations of sleep disorders—daytime neurocognitive impairment and subjective sleep disturbances—are examples of such presentations. Successful sleep medicine clinicians therefore approach every patient with the knowledge that multiple diagnoses—rather than simply one—are likely to be found. Teaching an integrated and comprehensive approach to other clinicians in an organized and reproducible fashion is challenging, and the evaluation of effectiveness of such teaching is even more so. As a practical aid for teaching the approach to—and evaluation of—a comprehensive sleep medicine encounter, five functional domains of sleep medicine clinical problem-solving are presented as potential sources for sleep/wake disruption: (1) circadian misalignment, (2) pharmacologic factors, (3) medical factors, (4) psychiatric/psychosocial factors, and (5) primary sleep medicine diagnoses. These domains are presented and explained in an easy-to-remember “five finger” format. The five finger format can be used in real time to evaluate the completeness of a clinical encounter, or can be used in the design of standardized patients to identify areas of strength and potential weakness. A score sheet based upon this approach is offered as an alternative to commonly used Likert scales as a potentially more objective and practical measure of clinical problem-solving competence, making it useful for training programs striving to achieve or maintain fellowship accreditation. Citation: McCarty DE. Beyond Ockham's Razor: redefining problem-solving in clinical sleep medicine using a “five-finger” approach. J Clin Sleep Med 2010;6(3):292-269. PMID:20572425

I Could Really Focus on the Students

ERIC Educational Resources Information Center

Kelting, Taylor; Jenkins, Jayne M.; Gaudreault, Karen Lux

2014-01-01

Clinical supervision is practiced across all stages of teacher development to improve instructional behaviors by providing objective feedback, as well as diagnosing and solving instructional problems. Clinical supervision is composed of three elements: planning conference, classroom observation, and feedback conference. Clinical supervision is…

Essential processes for cognitive behavioral clinical supervision: Agenda setting, problem-solving, and formative feedback.

PubMed

Cummings, Jorden A; Ballantyne, Elena C; Scallion, Laura M

2015-06-01

Clinical supervision should be a proactive and considered endeavor, not a reactive one. To that end, supervisors should choose supervision processes that are driven by theory, best available research, and clinical experience. These processes should be aimed at helping trainees develop as clinicians. We highlight 3 supervision processes we believe should be used at each supervision meeting: agenda setting, encouraging trainee problem-solving, and formative feedback. Although these are primarily cognitive-behavioral skills, they can be helpful in combination with other supervision models. We provide example dialogue from supervision exchanges, and discuss theoretical and research support for these processes. Using these processes not only encourages trainee development but also models for them how to use the same processes and approaches with clients. (c) 2015 APA, all rights reserved).

Using Clinical Gait Case Studies to Enhance Learning in Biomechanics

ERIC Educational Resources Information Center

Chester, Victoria

2011-01-01

Clinical case studies facilitate the development of clinical reasoning strategies through knowledge and integration of the basic sciences. Case studies have been shown to be more effective in developing problem-solving abilities than the traditional lecture format. To enhance the learning experiences of students in biomechanics, clinical case…

Technology Use for Diabetes Problem Solving in Adolescents with Type 1 Diabetes: Relationship to Glycemic Control

PubMed Central

Kumah-Crystal, Yaa A.; Hood, Korey K.; Ho, Yu-Xian; Lybarger, Cindy K.; O'Connor, Brendan H.; Rothman, Russell L.

2015-01-01

Abstract Background: This study examines technology use for problem solving in diabetes and its relationship to hemoglobin A1C (A1C). Subjects and Methods: A sample of 112 adolescents with type 1 diabetes completed measures assessing use of technologies for diabetes problem solving, including mobile applications, social technologies, and glucose software. Hierarchical regression was performed to identify the contribution of a new nine-item Technology Use for Problem Solving in Type 1 Diabetes (TUPS) scale to A1C, considering known clinical contributors to A1C. Results: Mean age for the sample was 14.5 (SD 1.7) years, mean A1C was 8.9% (SD 1.8%), 50% were female, and diabetes duration was 5.5 (SD 3.5) years. Cronbach's α reliability for TUPS was 0.78. In regression analyses, variables significantly associated with A1C were the socioeconomic status (β=−0.26, P<0.01), Diabetes Adolescent Problem Solving Questionnaire (β=−0.26, P=0.01), and TUPS (β=0.26, P=0.01). Aside from the Diabetes Self-Care Inventory—Revised, each block added significantly to the model R2. The final model R2 was 0.22 for modeling A1C (P<0.001). Conclusions: Results indicate a counterintuitive relationship between higher use of technologies for problem solving and higher A1C. Adolescents with poorer glycemic control may use technology in a reactive, as opposed to preventive, manner. Better understanding of the nature of technology use for self-management over time is needed to guide the development of technology-mediated problem solving tools for youth with type 1 diabetes. PMID:25826706

Technology Use for Diabetes Problem Solving in Adolescents with Type 1 Diabetes: Relationship to Glycemic Control.

PubMed

Kumah-Crystal, Yaa A; Hood, Korey K; Ho, Yu-Xian; Lybarger, Cindy K; O'Connor, Brendan H; Rothman, Russell L; Mulvaney, Shelagh A

2015-07-01

This study examines technology use for problem solving in diabetes and its relationship to hemoglobin A1C (A1C). A sample of 112 adolescents with type 1 diabetes completed measures assessing use of technologies for diabetes problem solving, including mobile applications, social technologies, and glucose software. Hierarchical regression was performed to identify the contribution of a new nine-item Technology Use for Problem Solving in Type 1 Diabetes (TUPS) scale to A1C, considering known clinical contributors to A1C. Mean age for the sample was 14.5 (SD 1.7) years, mean A1C was 8.9% (SD 1.8%), 50% were female, and diabetes duration was 5.5 (SD 3.5) years. Cronbach's α reliability for TUPS was 0.78. In regression analyses, variables significantly associated with A1C were the socioeconomic status (β = -0.26, P < 0.01), Diabetes Adolescent Problem Solving Questionnaire (β = -0.26, P = 0.01), and TUPS (β = 0.26, P = 0.01). Aside from the Diabetes Self-Care Inventory--Revised, each block added significantly to the model R(2). The final model R(2) was 0.22 for modeling A1C (P < 0.001). Results indicate a counterintuitive relationship between higher use of technologies for problem solving and higher A1C. Adolescents with poorer glycemic control may use technology in a reactive, as opposed to preventive, manner. Better understanding of the nature of technology use for self-management over time is needed to guide the development of technology-mediated problem solving tools for youth with type 1 diabetes.

Autobiographical memory, interpersonal problem solving, and suicidal behavior in adolescent inpatients.

PubMed

Arie, Miri; Apter, Alan; Orbach, Israel; Yefet, Yael; Zalsman, Gil; Zalzman, Gil

2008-01-01

The aim of the study was to test Williams' (Williams JMG. Depression and the specificity of autobiographical memory. In: Rubin D, ed. Remembering Our Past: Studies in Autobiographical Memory. London: Cambridge University Press; 1996:244-267.) theory of suicidal behavior in adolescents and young adults by examining the relationship among suicidal behaviors, defective ability to retrieve specific autobiographical memories, impaired interpersonal problem solving, negative life events, repression, and hopelessness. Twenty-five suicidal adolescent and young adult inpatients (16.5 y +/- 2.5) were compared with 25 nonsuicidal adolescent and young adult inpatients (16.5 y +/- 2.5) and 25 healthy controls. Autobiographical memory was tested by a word association test; problem solving by the means-ends problem solving technique; negative life events by the Coddington scale; repression by the Life Style Index; hopelessness by the Beck scale; suicidal risk by the Plutchik scale, and suicide attempt by clinical history. Impairment in the ability to produce specific autobiographical memories, difficulties with interpersonal problem solving, negative life events, and repression were all associated with hopelessness and suicidal behavior. There were significant correlations among all the variables except for repression and negative life events. These findings support Williams' notion that generalized autobiographical memory is associated with deficits in interpersonal problem solving, negative life events, hopelessness, and suicidal behavior. The finding that defects in autobiographical memory are associated with suicidal behavior in adolescents and young adults may lead to improvements in the techniques of cognitive behavioral therapy in this age group.

Clinical extracts of biomedical literature for patient-centered problem solving.

PubMed Central

Florance, V

1996-01-01

This paper reports on a four-part qualitative research project aimed at designing an online document surrogate tailored to the needs of physicians seeking biomedical literature for use in clinical problem solving. The clinical extract, designed in collaboration with three practicing physicians, combines traditional elements of the MEDLINE record (e.g., title, author, source, abstract) with new elements (e.g., table captions, text headings, case profiles) suggested by the physicians. Specifications for the prototype clinical extract were developed through a series of relevance-scoring exercises and semi-structured interviews. For six clinical questions, three physicians assessed the applicability of selected articles and their document surrogates, articulating relevance criteria and reasons for their judgments. A prototype clinical extract based on their suggestions was developed, tested, evaluated, and revised. The final version includes content and format aids to make the extract easy to use. The goals, methods, and outcomes of the research study are summarized, and a template of the final design is provided. PMID:8883986

The Value of Clinical Jazz: Teaching Critical Reflection on, in, and Toward Action.

PubMed

Casapulla, Sharon; Longenecker, Randall; Beverly, Elizabeth A

2016-05-01

Clinical Jazz is a small-group strategy in medical education designed to develop interpersonal skills and improve doctor-patient and interprofessional relationships. The purpose of this study was to explore medical students' and faculty facilitators' perceived value of Clinical Jazz. We conducted a modified Nominal Group Process with participating medical students (n=21), faculty facilitators (n=5), and research team members (n=3). Students and faculty facilitators independently answered the question, "What do you value about Clinical Jazz?" We then conducted content and thematic analyses on the resulting data. Three themes emerged during analysis: (1) students and faculty appreciated the opportunity to learn and practice a thoughtful and structured process for problem solving, (2) students and faculty valued the safety of the group process in sharing a diversity of perspectives on topics in medicine, and (3) students and faculty acknowledged the importance of addressing real and challenging problems that are rarely addressed in formal lectures and other planned small-group settings. Clinical Jazz provides students and faculty with the opportunity to address the hidden and/or informal curriculum in medical education, while providing a safe space and time to solve important clinical and interprofessional problems.

The Use of Computer-Based Data Banks in the Teaching of Clinical Problem-Solving and Medical Case Management to Veterinary Students

ERIC Educational Resources Information Center

Conzelman, Gaylord M.; And Others

1975-01-01

Describes a program at the School of Veterinary Medicine, University of California at Davis to give students experience in diagnosis and management of urinary tract diseases. Students request from computer data banks that laboratory information they deem most useful in the medical management of each clinical problem. (JT)

Improving medication safety and diabetes management in Hong Kong: a multidisciplinary approach.

PubMed

Chung, A Ys; Anand, S; Wong, I Ck; Tan, K Cb; Wong, C Ff; Chui, W Cm; Chan, E W

2017-04-01

Patients with diabetes often require complex medication regimens. The positive impact of pharmacists on improving diabetes management or its co-morbidities has been recognised worldwide. This study aimed to characterise drug-related problems among diabetic patients in Hong Kong and their clinical significance, and to explore the role of pharmacists in the multidisciplinary diabetes management team by evaluating the outcome of their clinical interventions. An observational study was conducted at the Diabetes Clinic of a public hospital in Hong Kong from October 2012 to March 2014. Following weekly screening, and prior to the doctor's consultation, selected high-risk patients were interviewed by a pharmacist for medication reconciliation and review. Drug-related problems were identified and documented by the pharmacist who presented clinical recommendations to doctors to optimise a patient's drug regimen and resolve or prevent potential drug-related problems. A total of 522 patients were analysed and 417 drug-related problems were identified. The incidence of patients with drug-related problems was 62.8% with a mean of 0.9 (standard deviation, 0.6) drug-related problems per patient. The most common categories of drug-related problems were associated with dosing (43.9%), drug choice (17.3%), and non-allergic adverse reactions (15.6%). Drugs most frequently involved targeted the endocrine or cardiovascular system. The majority (71.9%) of drug-related problems were of moderate clinical significance and 28.1% were considered minor problems. Drug-related problems were totally solved (50.1%) and partially solved (11.0%) by doctors' acceptance of pharmacist recommendations, or received acknowledgement from doctors (5.5%). Pharmacists, in collaboration with the multidisciplinary team, demonstrated a positive impact by identifying, resolving, and preventing drug-related problems in patients with diabetes. Further plans for sustaining pharmacy service in the Diabetes Clinic would enable further studies to explore the long-term impact of pharmacists in improving patients' clinical outcomes in diabetes management.

Eliminating Barriers: A Training Intervention in the Use of Medical Information Resources Within an Information-rich Ambulatory Care Environment

PubMed Central

Cuddy, Colleen; Brewer, Karen; Fitzpatrick, Bronson; Faraino, Richard; Trainor, Angela; Ciotoli, Carlo

2001-01-01

The NYU Ehrman Medical Library worked with the NYU Health Center to establish a base line analysis of the Center staff's knowledge and skills about medical information resources and how they apply them to clinical problem solving in their practice. Based on the results of this survey, the library conducted a targeted 12-month training program in how to select and use electronic resources for clinical problem solving. The survey was repeated and analyzed for significant self-reported change in information-seeking behavior and information skills. The poster presents the statistically significant changes and a set of the resultant research hypotheses.

A problem-solving intervention for cardiovascular disease risk reduction in veterans: Protocol for a randomized controlled trial.

PubMed

Nieuwsma, Jason A; Wray, Laura O; Voils, Corrine I; Gierisch, Jennifer M; Dundon, Margaret; Coffman, Cynthia J; Jackson, George L; Merwin, Rhonda; Vair, Christina; Juntilla, Karen; White-Clark, Courtney; Jeffreys, Amy S; Harris, Amy; Owings, Michael; Marr, Johnpatrick; Edelman, David

2017-09-01

Health behaviors related to diet, tobacco usage, physical activity, medication adherence, and alcohol use are highly determinative of risk for developing cardiovascular disease. This paper describes a study protocol to evaluate a problem-solving intervention that aims to help patients at risk for developing cardiovascular disease address barriers to adopting positive health behaviors in order to reduce cardiovascular risk. Eligible patients are adults enrolled in Veterans Affairs (VA) health care who have not experienced a cardiovascular event but are at elevated risk based on their Framingham Risk Score (FRS). Participants in this two-site study are randomized to either the intervention or care as usual, with a target of 400 participants. The study intervention, Healthy Living Problem-Solving (HELPS), consists of six group sessions conducted approximately monthly interspersed with individualized coaching calls to help participants apply problem-solving principles. The primary outcome is FRS, analyzed at the beginning and end of the study intervention (6months). Participants also complete measures of physical activity, caloric intake, self-efficacy, group cohesion, problem-solving capacities, and demographic characteristics. Results of this trial will inform behavioral interventions to change health behaviors in those at risk for cardiovascular disease and other health conditions. ClinicalTrials.gov identifier NCT01838226. Published by Elsevier Inc.

Modifying a Social Problem-Solving Program With the Input of Individuals With Intellectual Disabilities and Their Staff

PubMed Central

Ailey, Sarah H.; Friese, Tanya R.; Nezu, Arthur M.

2016-01-01

Social problem-solving programs have shown success in reducing aggressive/challenging behaviors among individuals with intellectual disabilities in clinical settings, but have not been adapted for health promotion in community settings. We modified a social problem-solving program for the community setting of the group home. Multiple sequential methods were used to seek advice from community members on making materials understandable and on intervention delivery. A committee of group home supervisory staff gave advice on content and delivery. Cognitive interviews with individuals with intellectual disabilities and residential staff provided input on content wording and examples. Piloting the program provided experience with content and delivery. The process provides lessons on partnering with vulnerable populations and community stakeholders to develop health programs. PMID:22753149

A Delphi survey of the views of adult male patients with personality disorders on psychoeducation and social problem-solving therapy.

PubMed

McMurran, Mary; Wilmington, Rebekah

2007-01-01

Psychoeducation and social problem-solving therapy are treatment components that work well in tandem for offenders with personality disorders, hence it is worthwhile to maintain and improve their effectiveness. The aim was to seek patients' views of these therapies to contribute to their development. A Delphi survey was conducted with all 12 male inpatients of a personality disorder hospital treatment unit. Round 1 produced 30 statements for psychoeducation and 59 for social problem-solving therapy to be rated in Round 2. There was consensus at a level of 70% for all items. Both psychoeducation and social problem-solving therapies were viewed as useful by these patients. The men also suggested improvements in psychoeducation, including minimizing the delay between assessment and feedback, provision of reference material, preparation for the work and support afterwards. Areas identified for improvement in social problem-solving therapy included more frequent review of progress, greater consistency of delivery, eliciting problems more effectively, providing reference material, supporting patients in group work, and the development of an advanced therapy. A Delphi approach to evaluation of therapies with the people receiving them is not only feasible but seems to offer a practical way of making useful clinical adjustments to the work. Further research with larger samples might usefully focus on whether such an approach enhances treatment compliance. 2007 John Wiley & Sons, Ltd

Clinical leadership: Part 2. Transforming leadership.

PubMed

Sheridan, Mary; Corney, Barbra

2003-08-01

The second article in a series of three focuses on group-driven approaches to tackling problems and shows how good leadership relies on teamwork and respect for colleagues, helping to enhance problem-solving and enabling you to build on your team's successes.

"Perpetual Problem-Solving": An Ethnographic Study of Clinical Reasoning in a Therapeutic Recreation Setting.

ERIC Educational Resources Information Center

Hutchinson, Susan L.; LeBlanc, Adrienne; Booth, Rhonda

2002-01-01

Reviews literature on the concept and practice of clinical reasoning, presenting evidence of clinical reasoning in a therapeutic recreation setting. Data from observations of and interviews with recreation therapists and clients in a Canadian rehabilitation hospital provided evidence of therapists' clinical reasoning practices which supported the…

Problem Solving in Physics: Undergraduates' Framing, Procedures, and Decision Making

NASA Astrophysics Data System (ADS)

Modir, Bahar

In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I will lay out a new theoretical framework based in epistemic framing that separates the problem solving space into four frames divided along two axes. The first axis models students' framing in math and physics, expanded through the second axis of conceptual problem solving and algorithmic problem solving. I use this framework to show how students navigate problem solving. Lastly, I will use this developed framework to interpret existing difficulties in quantum mechanics.

The effect of short-term workshop on improving clinical reasoning skill of medical students

PubMed Central

Yousefichaijan, Parsa; Jafari, Farshad; Kahbazi, Manijeh; Rafiei, Mohammad; Pakniyat, AbdolGhader

2016-01-01

Background: Clinical reasoning process leads clinician to get purposeful steps from signs and symptoms toward diagnosis and treatment. This research intends to investigate the effect of teaching clinical reasoning on problem-solving skills of medical students. Methods: This research is a semi-experimental study. Nineteen Medical student of the pediatric ward as case group participated in a two-day workshop for training clinical reasoning. Before the workshop, they filled out Diagnostic Thinking Inventory (DTI) questionnaires. Fifteen days after the workshop the DTI questionnaire completed and "key feature" (KF) test and "clinical reasoning problem" (CRP) test was held. 23 Medical student as the control group, without passing the clinical reasoning workshop DTI questionnaire completed, and KF test and CRP test was held. Results: The average score of the DTI questionnaire in the control group was 162.04 and in the case group before the workshop was 153.26 and after the workshop was 181.68. Compare the average score of the DTI questionnaire before and after the workshop there is a significant difference. The difference between average KF test scores in the control and the case group was not significant but between average CRP test scores was significant. Conclusion: Clinical reasoning workshop is effectiveness in promoting problem-solving skills of students. PMID:27579286

The effect of short-term workshop on improving clinical reasoning skill of medical students.

PubMed

Yousefichaijan, Parsa; Jafari, Farshad; Kahbazi, Manijeh; Rafiei, Mohammad; Pakniyat, AbdolGhader

2016-01-01

Clinical reasoning process leads clinician to get purposeful steps from signs and symptoms toward diagnosis and treatment. This research intends to investigate the effect of teaching clinical reasoning on problem-solving skills of medical students. This research is a semi-experimental study. Nineteen Medical student of the pediatric ward as case group participated in a two-day workshop for training clinical reasoning. Before the workshop, they filled out Diagnostic Thinking Inventory (DTI) questionnaires. Fifteen days after the workshop the DTI questionnaire completed and "key feature" (KF) test and "clinical reasoning problem" (CRP) test was held. 23 Medical student as the control group, without passing the clinical reasoning workshop DTI questionnaire completed, and KF test and CRP test was held. The average score of the DTI questionnaire in the control group was 162.04 and in the case group before the workshop was 153.26 and after the workshop was 181.68. Compare the average score of the DTI questionnaire before and after the workshop there is a significant difference. The difference between average KF test scores in the control and the case group was not significant but between average CRP test scores was significant. Clinical reasoning workshop is effectiveness in promoting problem-solving skills of students.

Why Problem-Based Learning Works: Theoretical Foundations

ERIC Educational Resources Information Center

Marra, Rose M.; Jonassen, David H.; Palmer, Betsy; Luft, Steve

2014-01-01

Problem-based learning (PBL) is an instructional method where student learning occurs in the context of solving an authentic problem. PBL was initially developed out of an instructional need to help medical school students learn their basic sciences knowledge in a way that would be more lasting while helping to develop clinical skills…

Psychometric properties of the Social Problem Solving Inventory-Revised Short-Form in a South African population.

PubMed

Sorsdahl, Katherine; Stein, Dan J; Myers, Bronwyn

2017-04-01

The Social Problem Solving Inventory-Revised Short-Form (SPSI-R:SF) has been used in several countries to identify problem-solving deficits among clinical and general populations in order to guide cognitive-behavioural interventions. Yet, very few studies have evaluated its psychometric properties. Three language versions of the questionnaire were administered to a general population sample comprising 1000 participants (771 English-, 178 Afrikaans- and 101 Xhosa-speakers). Of these participants, 210 were randomly selected to establish test-retest reliability (70 in each language). Principal component analysis was performed to examine the applicability of the factor structure of the original questionnaire to the South African data. Supplementary psychometric analyses were performed, including internal consistency and test-retest reliability. Collectively, results provide initial evidence of the reliability and validity of the SPSI-R:SF for the assessment of problem solving deficits in South Africa. Further studies that explore how the Afrikaans language version of the SPSI-R:SF can be improved and that establish the predictive validity of scores on the SPSI-R:SF are needed. © 2015 International Union of Psychological Science.

Using Classic Mystery Stories in Teaching.

ERIC Educational Resources Information Center

Sheldon, Stephen H.; Noronha, Peter A.

1990-01-01

One third-year clinical clerkship in pediatrics has included Sherlock Holmes mysteries in its introductory curriculum, providing students with a model clinical problem-solving process and a list of issues on which they will need information. The nonclinical cases provide an effective and entertaining vehicle for learning clinical reasoning. (MSE)

The Pursuit of Understanding in Clinical Reasoning.

ERIC Educational Resources Information Center

Feltovich, Paul J.; Patel, Vimla L.

Trends in emphases in the study of clinical reasoning are examined, with attention to three major branches of research: problem-solving, knowledge engineering, and propositional analysis. There has been a general progression from a focus on the generic form of clinical reasoning to an emphasis on medical content that supports the reasoning…

High-School Students' Approaches to Solving Algebra Problems that Are Posed Symbolically: Results from an Interview Study

ERIC Educational Resources Information Center

Huntley, Mary Ann; Davis, Jon D.

2008-01-01

A cross-curricular structured-probe task-based clinical interview study with 44 pairs of third year high-school mathematics students, most of whom were high achieving, was conducted to investigate their approaches to a variety of algebra problems. This paper presents results from three problems that were posed in symbolic form. Two problems are…

Counselor-Assisted Problem Solving (CAPS) Improves Behavioral Outcomes in Older Adolescents with Complicated Mild to Severe TBI

PubMed Central

Wade, Shari L.; Stancin, Terry; Kirkwood, Michael; Brown, Tanya Maines; Rochester, Mayo Clinic; McMullen, Kendra M.; Taylor, H. Gerry

2013-01-01

Objective To test the efficacy of Counselor-Assisted Problem Solving (CAPS) versus an internet resources comparison (IRC) condition in reducing behavior problems in adolescents following traumatic brain injury (TBI). Design Randomized clinical trial with interviewers naïve to treatment condition. Setting Three large tertiary children's hospitals and two general hospitals with pediatric commitment. Participants 132 children ages 12-17 years hospitalized during the previous 6 months for moderate to severe TBI. Interventions Participants in CAPS (n = 65) completed 8-12 online modules providing training in problem solving, communication skills, and self-regulation and subsequent synchronous videoconferences with a therapist. Participants in the IRC group (n = 67) received links to internet resources about pediatric TBI. Main Outcome Measures Child Behavior Checklist (CBCL) administered before and after completion of treatment (i.e., approximately six months after treatment initiation). Results Post hoc analysis of covariance (ANCOVA), controlling for pre-treatment scores, was used to examine group differences in behavior problems in the entire sample and among older (n=59) and younger adolescents (n=53). Among older but not younger adolescents, CAPS resulted in greater improvements on multiple dimensions of externalizing behavior problems than did IRC. Conclusion Online problem-solving therapy may be effective in reducing behavior problems in older adolescent survivors of moderate-severe TBI. PMID:23640543

How Can a Clinical Research Approach Contribute to Knowledge-Building for the Teaching Profession?

ERIC Educational Resources Information Center

Bulterman-Bos, Jacquelien

2017-01-01

This article explains what clinical research is and why it is necessary. The term "clinical" refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and…

Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy.

PubMed

Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon

2016-01-01

To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n = 23) while the control group consisted of students who did not (n = 26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. There was a significant improvement in nursing core competencies in the experimental group (F = 7.747, P = 0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style. © 2015 The Authors. Japan Journal of Nursing Science © 2015 Japan Academy of Nursing Science.

Reflective Teaching via a Problem Exploration--Teaching Adaptations--Resolution Cycle: A Mixed Methods Study of Preservice Teachers' Reflective Notes

ERIC Educational Resources Information Center

Hayden, H. Emily; Chiu, Ming Ming

2015-01-01

We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem…

Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

2010-01-01

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…

Scalable software architectures for decision support.

PubMed

Musen, M A

1999-12-01

Interest in decision-support programs for clinical medicine soared in the 1970s. Since that time, workers in medical informatics have been particularly attracted to rule-based systems as a means of providing clinical decision support. Although developers have built many successful applications using production rules, they also have discovered that creation and maintenance of large rule bases is quite problematic. In the 1980s, several groups of investigators began to explore alternative programming abstractions that can be used to build decision-support systems. As a result, the notions of "generic tasks" and of reusable problem-solving methods became extremely influential. By the 1990s, academic centers were experimenting with architectures for intelligent systems based on two classes of reusable components: (1) problem-solving methods--domain-independent algorithms for automating stereotypical tasks--and (2) domain ontologies that captured the essential concepts (and relationships among those concepts) in particular application areas. This paper highlights how developers can construct large, maintainable decision-support systems using these kinds of building blocks. The creation of domain ontologies and problem-solving methods is the fundamental end product of basic research in medical informatics. Consequently, these concepts need more attention by our scientific community.

Technology--an actor in the ICU: a study in workplace research tradition.

PubMed

Wikström, Ann-Charlott; Larsson, Ullabeth Sätterlund

2004-07-01

The present study focuses on human-machine interaction in an intensive care unit in the West of Sweden. The aim of the present study was to explore how technology intervenes and challenges the ICU staff's knowing in practice. THEORETICAL PERSPECTIVE: The study's theoretical starting point draws on workplace research tradition. Workplace studies encompass the interaction between the actors' situated activities and the technological tools that make their activities possible. Fieldwork or in situ studies of everyday practice in an intensive care unit documented in written field notes constituted the data. The findings show first how technology intervenes in the division of labour when the taken-for-granted "old" everyday practice is disrupted when a new machine intervenes in the morning's work; secondly, it reveal how technology challenges practical knowing and thirdly, it shows how technology reformulates practice. Staff members' awareness of routine problems is often connected to the ability to see, which is always related to cultural/contextual competence. It is concluded that it is not talk alone that helps the caregivers to "(dis)solve" the problems. The ability to see the problems, the work environment and to find the relevant supporting tools for "(dis)solving" the routine problems is also crucial. But it is not possible to say that it is the skillful work of humans that solve problems, nor do we claim it is the tools that do so. Humans and tools are interwoven in the problem-solving process. Relevance to clinical practice. Routine problems in the intensive care unit are not "(dis)solved" through the cognitive work of individual staff members alone. Problems are also "(dis)solved" jointly with other staff members. Staff members "borrow" the knowing from each other and problems are re-represented through communication. The knowing has to be distributed among the intensive care unit staff to make the everyday work flexible.

Schizophrenia, narrative, and neurocognition: The utility of life-stories in understanding social problem-solving skills.

PubMed

Moe, Aubrey M; Breitborde, Nicholas J K; Bourassa, Kyle J; Gallagher, Colin J; Shakeel, Mohammed K; Docherty, Nancy M

2018-06-01

Schizophrenia researchers have focused on phenomenological aspects of the disorder to better understand its underlying nature. In particular, development of personal narratives-that is, the complexity with which people form, organize, and articulate their "life stories"-has recently been investigated in individuals with schizophrenia. However, less is known about how aspects of narrative relate to indicators of neurocognitive and social functioning. The objective of the present study was to investigate the association of linguistic complexity of life-story narratives to measures of cognitive and social problem-solving abilities among people with schizophrenia. Thirty-two individuals with a diagnosis of schizophrenia completed a research battery consisting of clinical interviews, a life-story narrative, neurocognitive testing, and a measure assessing multiple aspects of social problem solving. Narrative interviews were assessed for linguistic complexity using computerized technology. The results indicate differential relationships of linguistic complexity and neurocognition to domains of social problem-solving skills. More specifically, although neurocognition predicted how well one could both describe and enact a solution to a social problem, linguistic complexity alone was associated with accurately recognizing that a social problem had occurred. In addition, linguistic complexity appears to be a cognitive factor that is discernible from other broader measures of neurocognition. Linguistic complexity may be more relevant in understanding earlier steps of the social problem-solving process than more traditional, broad measures of cognition, and thus is relevant in conceptualizing treatment targets. These findings also support the relevance of developing narrative-focused psychotherapies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice.

PubMed

Chan, Christine K L; So, Winnie K W; Fong, Daniel Y T

2009-01-01

This study examined Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. Two hundred five nursing students completed a self-administrative survey including demographics, Perceived Stress Scale, and Coping Behavior Inventory. Results showed that students perceived a moderate level of stress (M = 2.10, SD =0.44). The most common stressor was lack of professional knowledge and skills. Among the four types of coping strategies (transference, stay optimistic, problem solving, and avoidance), transference was the most frequently used. Furthermore, senior students who perceived a higher level of stress from taking care of patients were more likely to choose problem-solving strategies. Senior students who had no religious belief and perceived a higher level of stress from teachers and nursing staff were more likely to use avoidance strategies. The results provided valuable information for clinical educators in identifying students' needs, facilitating their learning in the clinical setting, and developing effective interventions to reduce stress.

Reflective action assessment with a prospective clinical problem solving tool in the context of rehabilitation medicine: an illustrative case study.

PubMed

Kellett, David; Mpofu, Elias; Madden, Richard

2013-06-01

This study describes a case formulation approach applying a prospective ICF derived clinical tool to assess rehabilitation needs for a community dwelling stroke survivor with care from an outpatient rehabilitation medicine clinic. Case history data on the person were assessed for rehabilitation management planning using a prospective tool to interlink current with projected future functional status in everyday settings. Implicit assessment with reflective action informed decision points at each stage of the rehabilitation process. As a result of reflective action using the prospective tool, rehabilitation management led to significant changes in client participation after limitations to mobility and self care were mapped to the living conditions of the stroke survivor. The context sensitive rehabilitative plan resulted in higher subjective health-related quality of life in the stroke survivor and significant other and enhanced their capacity for participation. Reflective action informed assessment applying ICF concepts to clinical problem solving resulted in positive gains in health-related quality of life in a stroke survivor.

I thought we were good: social cognition, figurative language, and adolescent psychopathology.

PubMed

Im-Bolter, Nancie; Cohen, Nancy J; Farnia, Fataneh

2013-07-01

Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12-17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.

Effectiveness of a Simulated Clinical Examination in the Assessment of the Clinical Competencies of Entry-Level Trainees in a Family Medicine Residency Programme

ERIC Educational Resources Information Center

Curran, Vernon R.; Butler, Roger; Duke, Pauline; Eaton, William H.; Moffatt, Scott M.; Sherman, Greg P.; Pottle, Madge

2012-01-01

Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a…

Psychoeducation with problem-solving (PEPS) therapy for adults with personality disorder: a pragmatic randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of a manualised intervention to improve social functioning.

PubMed

McMurran, Mary; Crawford, Mike J; Reilly, Joe; Delport, Juan; McCrone, Paul; Whitham, Diane; Tan, Wei; Duggan, Conor; Montgomery, Alan A; Williams, Hywel C; Adams, Clive E; Jin, Huajie; Lewis, Matthew; Day, Florence

2016-07-01

If effective, less intensive treatments for people with personality disorder have the potential to serve more people. To compare the clinical effectiveness and cost-effectiveness of psychoeducation with problem-solving (PEPS) therapy plus usual treatment against usual treatment alone in improving social problem-solving with adults with personality disorder. Multisite two-arm, parallel-group, pragmatic randomised controlled superiority trial. Community mental health services in three NHS trusts in England and Wales. Community-dwelling adults with any personality disorder recruited from community mental health services. Up to four individual sessions of psychoeducation, a collaborative dialogue about personality disorder, followed by 12 group sessions of problem-solving therapy to help participants learn a process for solving interpersonal problems. The primary outcome was measured by the Social Functioning Questionnaire (SFQ). Secondary outcomes were service use (general practitioner records), mood (measured via the Hospital Anxiety and Depression Scale) and client-specified three main problems rated by severity. We studied the mechanism of change using the Social Problem-Solving Inventory. Costs were identified using the Client Service Receipt Inventory and quality of life was identified by the European Quality of Life-5 Dimensions questionnaire. Research assistants blinded to treatment allocation collected follow-up information. There were 739 people referred for the trial and 444 were eligible. More adverse events in the PEPS arm led to a halt to recruitment after 306 people were randomised (90% of planned sample size); 154 participants received PEPS and 152 received usual treatment. The mean age was 38 years and 67% were women. Follow-up at 72 weeks after randomisation was completed for 62% of participants in the usual-treatment arm and 73% in the PEPS arm. Intention-to-treat analyses compared individuals as randomised, regardless of treatment received or availability of 72-week follow-up SFQ data. Median attendance at psychoeducation sessions was approximately 90% and for problem-solving sessions was approximately 50%. PEPS therapy plus usual treatment was no more effective than usual treatment alone for the primary outcome [adjusted difference in means for SFQ -0.73 points, 95% confidence interval (CI) -1.83 to 0.38 points; p = 0.19], any of the secondary outcomes or social problem-solving. Over the follow-up, PEPS costs were, on average, £182 less than for usual treatment. It also resulted in 0.0148 more quality-adjusted life-years. Neither difference was statistically significant. At the National Institute for Health and Care Excellence thresholds, the intervention had a 64% likelihood of being the more cost-effective option. More adverse events, mainly incidents of self-harm, occurred in the PEPS arm, but the difference was not significant (adjusted incidence rate ratio 1.24, 95% CI 0.93 to 1.64). There was possible bias in adverse event recording because of dependence on self-disclosure or reporting by the clinical team. Non-completion of problem-solving sessions and non-standardisation of usual treatment were limitations. We found no evidence to support the use of PEPS therapy alongside standard care for improving social functioning of adults with personality disorder living in the community. We aim to investigate adverse events by accessing centrally held NHS data on deaths and hospitalisation for all PEPS trial participants. Current Controlled Trials ISRCTN70660936. This project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 20, No. 52. See the NIHR Journals Library website for further project information.

Analysis of problem solving on project based learning with resource based learning approach computer-aided program

NASA Astrophysics Data System (ADS)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

Understanding Critical Thinking to Create Better Doctors

ERIC Educational Resources Information Center

Zayapragassarazan, Zayabalaradjane; Menon, Vikas; Kar, Sitanshu Sekhar; Batmanabane, Gitanjali

2016-01-01

Medical students master an enormous body of knowledge, but lack systematic problem solving ability and effective clinical decision making. High profile reports have called for reforms in medical education to create a better generation of doctors who can cope with the system based problems they would encounter in an interdisciplinary and…

A Senior Medical Student Seminar Designed to Promote Problem-Solving.

ERIC Educational Resources Information Center

Donohue, James F.; Shumway, James M.

1983-01-01

A seminar was developed to increase students' learning opportunities in respiratory disease and to identify common problem areas in hospital medical care. It provided practice in clinical diagnosis and patient management by promoting dialog, faculty feedback, and self-evaluation. Specific case studies are used for discussion. (MSE)

Professional Development of Teachers of Vocational Education. Reprint Series.

ERIC Educational Resources Information Center

Camp, William G.

A research and theory-based model proposed for the professional preparation and induction of vocational teachers suggests a collaborative problem-solving effort that would use a clinical approach to preservice preparation. Beginning teachers report problems not in subject material, but in instructional planning, delivery, and classroom management…

Cognitive problem solving patterns of medical students correlate with success in diagnostic case solutions.

PubMed

Kiesewetter, Jan; Ebersbach, René; Görlitz, Anja; Holzer, Matthias; Fischer, Martin R; Schmidmaier, Ralf

2013-01-01

Problem-solving in terms of clinical reasoning is regarded as a key competence of medical doctors. Little is known about the general cognitive actions underlying the strategies of problem-solving among medical students. In this study, a theory-based model was used and adapted in order to investigate the cognitive actions in which medical students are engaged when dealing with a case and how patterns of these actions are related to the correct solution. Twenty-three medical students worked on three cases on clinical nephrology using the think-aloud method. The transcribed recordings were coded using a theory-based model consisting of eight different cognitive actions. The coded data was analysed using time sequences in a graphical representation software. Furthermore the relationship between the coded data and accuracy of diagnosis was investigated with inferential statistical methods. The observation of all main actions in a case elaboration, including evaluation, representation and integration, was considered a complete model and was found in the majority of cases (56%). This pattern significantly related to the accuracy of the case solution (φ = 0.55; p<.001). Extent of prior knowledge was neither related to the complete model nor to the correct solution. The proposed model is suitable to empirically verify the cognitive actions of problem-solving of medical students. The cognitive actions evaluation, representation and integration are crucial for the complete model and therefore for the accuracy of the solution. The educational implication which may be drawn from this study is to foster students reasoning by focusing on higher level reasoning.

Modern architectures for intelligent systems: reusable ontologies and problem-solving methods.

PubMed Central

Musen, M. A.

1998-01-01

When interest in intelligent systems for clinical medicine soared in the 1970s, workers in medical informatics became particularly attracted to rule-based systems. Although many successful rule-based applications were constructed, development and maintenance of large rule bases remained quite problematic. In the 1980s, an entire industry dedicated to the marketing of tools for creating rule-based systems rose and fell, as workers in medical informatics began to appreciate deeply why knowledge acquisition and maintenance for such systems are difficult problems. During this time period, investigators began to explore alternative programming abstractions that could be used to develop intelligent systems. The notions of "generic tasks" and of reusable problem-solving methods became extremely influential. By the 1990s, academic centers were experimenting with architectures for intelligent systems based on two classes of reusable components: (1) domain-independent problem-solving methods-standard algorithms for automating stereotypical tasks--and (2) domain ontologies that captured the essential concepts (and relationships among those concepts) in particular application areas. This paper will highlight how intelligent systems for diverse tasks can be efficiently automated using these kinds of building blocks. The creation of domain ontologies and problem-solving methods is the fundamental end product of basic research in medical informatics. Consequently, these concepts need more attention by our scientific community. PMID:9929181

Modern architectures for intelligent systems: reusable ontologies and problem-solving methods.

PubMed

Musen, M A

1998-01-01

When interest in intelligent systems for clinical medicine soared in the 1970s, workers in medical informatics became particularly attracted to rule-based systems. Although many successful rule-based applications were constructed, development and maintenance of large rule bases remained quite problematic. In the 1980s, an entire industry dedicated to the marketing of tools for creating rule-based systems rose and fell, as workers in medical informatics began to appreciate deeply why knowledge acquisition and maintenance for such systems are difficult problems. During this time period, investigators began to explore alternative programming abstractions that could be used to develop intelligent systems. The notions of "generic tasks" and of reusable problem-solving methods became extremely influential. By the 1990s, academic centers were experimenting with architectures for intelligent systems based on two classes of reusable components: (1) domain-independent problem-solving methods-standard algorithms for automating stereotypical tasks--and (2) domain ontologies that captured the essential concepts (and relationships among those concepts) in particular application areas. This paper will highlight how intelligent systems for diverse tasks can be efficiently automated using these kinds of building blocks. The creation of domain ontologies and problem-solving methods is the fundamental end product of basic research in medical informatics. Consequently, these concepts need more attention by our scientific community.

Teaching basic science to optimize transfer.

PubMed

Norman, Geoff

2009-09-01

Basic science teachers share the concern that much of what they teach is soon forgotten. Although some evidence suggests that relatively little basic science is forgotten, it may not appear so, as students commonly have difficulty using these concepts to solve or explain clinical problems: This phenomenon, using a concept learned in one context to solve a problem in a different context, is known to cognitive psychologists as transfer. The psychology literature shows that transfer is difficult; typically, even though students may know a concept, fewer than 30% will be able to use it to solve new problems. However a number of strategies to improve transfer can be adopted at the time of initial teaching of the concept, in the use of exemplars to illustrate the concept, and in practice with additional problems. In this article, we review the literature in psychology to identify practical strategies to improve transfer. Critical review of psychology literature to identify factors that enhance or impede transfer. There are a number of strategies available to teachers to facilitate transfer. These include active problem-solving at the time of initial learning, imbedding the concept in a problem context, using everyday analogies, and critically, practice with multiple dissimilar problems. Further, mixed practice, where problems illustrating different concepts are mixed together, and distributed practice, spread out over time, can result in significant and large gains. Transfer is difficult, but specific teaching strategies can enhance this skill by factors of two or three.

Psycho-education with problem solving (PEPS) therapy for adults with personality disorder: a pragmatic multi-site community-based randomised clinical trial.

PubMed

McMurran, Mary; Crawford, Mike J; Reilly, Joseph G; McCrone, Paul; Moran, Paul; Williams, Hywel; Adams, Clive E; Duggan, Conor; Delport, Juan; Whitham, Diane; Day, Florence

2011-08-24

Impairment in social functioning is a key component of personality disorder. Therefore psycho-education and problem solving (PEPS) therapy may benefit people with this disorder. Psycho-education aims to educate, build rapport, and motivate people for problem solving therapy. Problem solving therapy aims to help clients solve interpersonal problems positively and rationally, thereby improving social functioning and reducing distress. PEPS therapy has been evaluated with community adults with personality disorder in an exploratory trial. At the end of treatment, compared to a wait-list control group, those treated with PEPS therapy showed better social functioning, as measured by the Social Functioning Questionnaire (SFQ). A definitive evaluation is now being conducted to determine whether PEPS therapy is a clinically and cost-effective treatment for people with personality disorder This is a pragmatic, two-arm, multi-centre, parallel, randomised controlled clinical trial. The target population is community-dwelling adults with one or more personality disorder, as identified by the International Personality Disorder Examination (IPDE). Inclusion criteria are: Living in the community (including residential or supported care settings); presence of one or more personality disorder; aged 18 or over; proficiency in spoken English; capacity to provide informed consent. Exclusion criteria are: Primary diagnosis of a functional psychosis; insufficient degree of literacy, comprehension or attention to be able to engage in trial therapy and assessments; currently engaged in a specific programme of psychological treatment for personality disorder or likely to start such treatment during the trial period; currently enrolled in any other trial. Suitable participants are randomly allocated to PEPS therapy plus treatment as usual (TAU) or TAU only. We aim to recruit 340 men and women. The primary outcome is social functioning as measured by the SFQ. A reduction (i.e., an improvement) of 2 points or more on the SFQ at follow-up 72 weeks post-randomisation is our pre-specified index of clinically significant change. Secondary outcomes include a reduction of unscheduled service usage and an increase in scheduled service usage; improved quality of life; and a reduction in mental distress. PEPS therapy has potential as an economical, accessible, and acceptable intervention for people with personality disorder. The results from this randomised controlled trial will tell us if PEPS therapy is effective and cost-effective. If so, then it will be a useful treatment for inclusion in a broader menu of treatment options for this group of service users. International Standard Randomised Controlled Trial Number - ISRCTN70660936.

Psycho-education with problem solving (PEPS) therapy for adults with personality disorder: A pragmatic multi-site community-based randomised clinical trial

PubMed Central

2011-01-01

Background Impairment in social functioning is a key component of personality disorder. Therefore psycho-education and problem solving (PEPS) therapy may benefit people with this disorder. Psycho-education aims to educate, build rapport, and motivate people for problem solving therapy. Problem solving therapy aims to help clients solve interpersonal problems positively and rationally, thereby improving social functioning and reducing distress. PEPS therapy has been evaluated with community adults with personality disorder in an exploratory trial. At the end of treatment, compared to a wait-list control group, those treated with PEPS therapy showed better social functioning, as measured by the Social Functioning Questionnaire (SFQ). A definitive evaluation is now being conducted to determine whether PEPS therapy is a clinically and cost-effective treatment for people with personality disorder Methods This is a pragmatic, two-arm, multi-centre, parallel, randomised controlled clinical trial. The target population is community-dwelling adults with one or more personality disorder, as identified by the International Personality Disorder Examination (IPDE). Inclusion criteria are: Living in the community (including residential or supported care settings); presence of one or more personality disorder; aged 18 or over; proficiency in spoken English; capacity to provide informed consent. Exclusion criteria are: Primary diagnosis of a functional psychosis; insufficient degree of literacy, comprehension or attention to be able to engage in trial therapy and assessments; currently engaged in a specific programme of psychological treatment for personality disorder or likely to start such treatment during the trial period; currently enrolled in any other trial. Suitable participants are randomly allocated to PEPS therapy plus treatment as usual (TAU) or TAU only. We aim to recruit 340 men and women. The primary outcome is social functioning as measured by the SFQ. A reduction (i.e., an improvement) of 2 points or more on the SFQ at follow-up 72 weeks post-randomisation is our pre-specified index of clinically significant change. Secondary outcomes include a reduction of unscheduled service usage and an increase in scheduled service usage; improved quality of life; and a reduction in mental distress. Discussion PEPS therapy has potential as an economical, accessible, and acceptable intervention for people with personality disorder. The results from this randomised controlled trial will tell us if PEPS therapy is effective and cost-effective. If so, then it will be a useful treatment for inclusion in a broader menu of treatment options for this group of service users. Trial Registration International Standard Randomised Controlled Trial Number - ISRCTN70660936 PMID:21864370

Teaching evidence-based medical care: description and evaluation.

PubMed

Grad, R; Macaulay, A C; Warner, M

2001-09-01

This paper describes and evaluates several years of a seminar series designed to stimulate residents to seek evidence-based answers to their clinical questions and incorporate this evidence into practice. At the first session, 86 of 89 (97%) residents completed a baseline needs assessment questionnaire. Post-course self-assessment questionnaires measured change from the first to the final seminar session in six domains of interest and skill, as well as residents' preferred sources of information for clinical problem solving up to 2 years after the course. Before the seminars, 48% of residents reported that textbooks were their most important source of information for solving clinical problems. A total of 58 of 75 (77%) residents completed the first post-course questionnaire. Residents reported significant increases in skill at formulating clinical questions and searching for evidence-based answers, appraising reviews, and deciding when and how to incorporate new findings into practice. Use of secondary sources of information such as "Best Evidence," moved up in importance from before the course to after the course. First-year family practice residents who completed our seminar series have reported increased skill at blending consideration of a clinical problem with the use of secondary sources of information to access evidence to support their health care decisions.

Possible Solutions as a Concept in Behavior Change Interventions.

PubMed

Mahoney, Diane E

2018-04-24

Nurses are uniquely positioned to implement behavior change interventions. Yet, nursing interventions have traditionally resulted from nurses problem-solving rather than allowing the patient to self-generate possible solutions for attaining specific health outcomes. The purpose of this review is to clarify the meaning of possible solutions in behavior change interventions. Walker and Avant's method on concept analysis serves as the framework for examination of the possible solutions. Possible solutions can be defined as continuous strategies initiated by patients and families to overcome existing health problems. As nurses engage in behavior change interventions, supporting patients and families in problem-solving will optimize health outcomes and transform clinical practice. © 2018 NANDA International, Inc.

Diagnostic reasoning strategies and diagnostic success.

PubMed

Coderre, S; Mandin, H; Harasym, P H; Fick, G H

2003-08-01

Cognitive psychology research supports the notion that experts use mental frameworks or "schemes", both to organize knowledge in memory and to solve clinical problems. The central purpose of this study was to determine the relationship between problem-solving strategies and the likelihood of diagnostic success. Think-aloud protocols were collected to determine the diagnostic reasoning used by experts and non-experts when attempting to diagnose clinical presentations in gastroenterology. Using logistic regression analysis, the study found that there is a relationship between diagnostic reasoning strategy and the likelihood of diagnostic success. Compared to hypothetico-deductive reasoning, the odds of diagnostic success were significantly greater when subjects used the diagnostic strategies of pattern recognition and scheme-inductive reasoning. Two other factors emerged as independent determinants of diagnostic success: expertise and clinical presentation. Not surprisingly, experts outperformed novices, while the content area of the clinical cases in each of the four clinical presentations demonstrated varying degrees of difficulty and thus diagnostic success. These findings have significant implications for medical educators. It supports the introduction of "schemes" as a means of enhancing memory organization and improving diagnostic success.

Toward Solving the Problem of Problem Solving: An Analysis Framework

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2016-01-01

Teaching is replete with problem solving. Problem solving as a skill, however, is seldom addressed directly within music teacher education curricula, and research in music education has not examined problem solving systematically. A framework detailing problem-solving component skills would provide a needed foundation. I observed problem solving…

Goals and everyday problem solving: examining the link between age-related goals and problem-solving strategy use.

PubMed

Hoppmann, Christiane A; Coats, Abby Heckman; Blanchard-Fields, Fredda

2008-07-01

Qualitative interviews on family and financial problems from 332 adolescents, young, middle-aged, and older adults, demonstrated that developmentally relevant goals predicted problem-solving strategy use over and above problem domain. Four focal goals concerned autonomy, generativity, maintaining good relationships with others, and changing another person. We examined both self- and other-focused problem-solving strategies. Autonomy goals were associated with self-focused instrumental problem solving and generative goals were related to other-focused instrumental problem solving in family and financial problems. Goals of changing another person were related to other-focused instrumental problem solving in the family domain only. The match between goals and strategies, an indicator of problem-solving adaptiveness, showed that young individuals displayed the greatest match between autonomy goals and self-focused problem solving, whereas older adults showed a greater match between generative goals and other-focused problem solving. Findings speak to the importance of considering goals in investigations of age-related differences in everyday problem solving.

Interactive Simulated Patient: Experiences with Collaborative E-Learning in Medicine

ERIC Educational Resources Information Center

Bergin, Rolf; Youngblood, Patricia; Ayers, Mary K.; Boberg, Jonas; Bolander, Klara; Courteille, Olivier; Dev, Parvati; Hindbeck, Hans; Edward, Leonard E., II; Stringer, Jennifer R.; Thalme, Anders; Fors, Uno G. H.

2003-01-01

Interactive Simulated Patient (ISP) is a computer-based simulation tool designed to provide medical students with the opportunity to practice their clinical problem solving skills. The ISP system allows students to perform most clinical decision-making procedures in a simulated environment, including history taking in natural language, many…

Resources in Technology: Problem-Solving.

ERIC Educational Resources Information Center

Technology Teacher, 1986

1986-01-01

This instructional module examines a key function of science and technology: problem solving. It studies the meaning of problem solving, looks at techniques for problem solving, examines case studies that exemplify the problem-solving approach, presents problems for the reader to solve, and provides a student self-quiz. (Author/CT)

An Adaptive Display to Treat Stress-Related Disorders: EMMA's World

ERIC Educational Resources Information Center

Banos, R. M.; Botella, C.; Guillen, V.; Garcia-Palacios, A.; Quero, S.; Breton-Lopez, J.; Alcaniz, M.

2009-01-01

Most of the virtual environments currently available in the field of psychological treatments were designed to solve a specific problem. Our research group has developed a versatile virtual reality system (an adaptive display) called "EMMA's world", which can address a wide range of problems. It was designed to assist in clinical situations where…

A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

NASA Astrophysics Data System (ADS)

Rusyda, N. A.; Kusnandi, K.; Suhendra, S.

2017-09-01

The purpose of this research is to analyze of mathematical problem solving ability of students in one of secondary school on geometry. This research was conducted by using quantitative approach with descriptive method. Population in this research was all students of that school and the sample was twenty five students that was chosen by purposive sampling technique. Data of mathematical problem solving were collected through essay test. The results showed the percentage of achievement of mathematical problem solving indicators of students were: 1) solve closed mathematical problems with context in math was 50%; 2) solve the closed mathematical problems with the context beyond mathematics was 24%; 3) solving open mathematical problems with contexts in mathematics was 35%; And 4) solving open mathematical problems with contexts outside mathematics was 44%. Based on the percentage, it can be concluded that the level of achievement of mathematical problem solving ability in geometry still low. This is because students are not used to solving problems that measure mathematical problem solving ability, weaknesses remember previous knowledge, and lack of problem solving framework. So the students’ ability of mathematical problems solving need to be improved with implement appropriate learning strategy.

Learning the facts in medical school is not enough: which factors predict successful application of procedural knowledge in a laboratory setting?

PubMed

Schmidmaier, Ralf; Eiber, Stephan; Ebersbach, Rene; Schiller, Miriam; Hege, Inga; Holzer, Matthias; Fischer, Martin R

2013-02-22

Medical knowledge encompasses both conceptual (facts or "what" information) and procedural knowledge ("how" and "why" information). Conceptual knowledge is known to be an essential prerequisite for clinical problem solving. Primarily, medical students learn from textbooks and often struggle with the process of applying their conceptual knowledge to clinical problems. Recent studies address the question of how to foster the acquisition of procedural knowledge and its application in medical education. However, little is known about the factors which predict performance in procedural knowledge tasks. Which additional factors of the learner predict performance in procedural knowledge? Domain specific conceptual knowledge (facts) in clinical nephrology was provided to 80 medical students (3rd to 5th year) using electronic flashcards in a laboratory setting. Learner characteristics were obtained by questionnaires. Procedural knowledge in clinical nephrology was assessed by key feature problems (KFP) and problem solving tasks (PST) reflecting strategic and conditional knowledge, respectively. Results in procedural knowledge tests (KFP and PST) correlated significantly with each other. In univariate analysis, performance in procedural knowledge (sum of KFP+PST) was significantly correlated with the results in (1) the conceptual knowledge test (CKT), (2) the intended future career as hospital based doctor, (3) the duration of clinical clerkships, and (4) the results in the written German National Medical Examination Part I on preclinical subjects (NME-I). After multiple regression analysis only clinical clerkship experience and NME-I performance remained independent influencing factors. Performance in procedural knowledge tests seems independent from the degree of domain specific conceptual knowledge above a certain level. Procedural knowledge may be fostered by clinical experience. More attention should be paid to the interplay of individual clinical clerkship experiences and structured teaching of procedural knowledge and its assessment in medical education curricula.

Clinical Immersion: An Approach for Fostering Cross-disciplinary Communication and Innovation in Nursing and Engineering Students.

PubMed

Geist, Melissa J; Sanders, Robby; Harris, Kevin; Arce-Trigatti, Andrea; Hitchcock-Cass, Cary

2018-05-24

A faculty team from nursing and chemical engineering developed a course that brought together students from each discipline for cross-disciplinary, team-based clinical immersion and collaboration. Health care processes and devices are rapidly changing, and nurses are uniquely positioned to be bedside innovators to improve patient care delivery. During each clinical immersion, the student teams rotated through various hospital units where they identified problems and worked together in the university's makerspace (iMaker Space) to design and build prototypes to improve health outcomes. Data from the Critical thinking Assessment Test provided evidence of gains in critical-thinking and problem-solving skills, while the problems identified in the clinical setting and prototypes developed demonstrated the impact of bringing nursing and engineering students together to design innovations. When challenged to identify authentic problems during their clinical immersion, the teams of nursing and engineering students proposed creative solutions and developed commercially viable prototypes.

Teaching Skills in the Clinical Setting: Incorporating Creative Teaching Techniques. Health Occupations Clinical Teacher Education Series for Secondary and Post-Secondary Educators.

ERIC Educational Resources Information Center

Shea, Mary Lou; And Others

This learning module, which is part of a staff development program for health occupations clinical instructors, discusses various creative teaching techniques that can be used in teaching students to find information, use opportunities to learn, assume responsibility for self-learning, solve problems, apply skills learned to new situations,…

Mega-prizes in medicine: big cash awards may stimulate useful and rapid therapeutic innovation.

PubMed

Charlton, Bruce G

2007-01-01

Following Horrobin's suggestion of 1986, I argue that offering very large prizes (tens of millions of US dollars, or more) for solving specific therapeutic problems, would be an excellent strategy for promoting the rapid development of effective new treatments. The two mainstream ways of paying for medical research are funding the process with grants or funding the outcome via patent protection. When grants are used to fund the process of research the result tends to be 'pure' science, guided by intrinsic scientific objectives. Practical results, such as useful therapeutic advances, are a by-product. Patent-seeking research, by contrast, is more focused on technology than science. It seeks practical results; and aims to pay for itself (and make a profit) in the long term by generating a patentable product or procedure. Prize-seeking research is subject to different incentives and applicable to different situations than either process-funded or patent-seeking research. Prize seeking researchers have a strong incentive to solve the specified problem as rapidly as possible, but the problem may be solved using old ideas that are scientifically mundane or unpatentable technologies and methods. Prizes therefore seem to generate solutions which are incremental extensions, new applications or novel combinations of already-existing technologies. The main use of mega-prizes in medicine would be to accelerate therapeutic progress in stagnant fields of research and to address urgent problems. For example, medical charities focused on specific diseases should consider accumulating their resources until they can offer a mega-prize for solving a clinical problem of special concern to their patients. Prize money should be big enough to pay for the research and development, the evaluation of the new treatment in a clinical trial, and with a large profit left-over to compensate for the intrinsic risk of competing. Sufficiently large amounts of money, and the prestige and publicity derived from winning a mega-prize, could rapidly mobilize research efforts to discover a whole range of scientifically un-glamorous but clinically-useful therapeutic breakthroughs.

Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

PubMed

Chan, Zenobia C Y

2013-08-01

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate curriculum for preparing professional and ethical nurses for future clinical practice. © 2013 Blackwell Publishing Ltd.

Effect on Behavior Problems of Teen Online Problem-Solving for Adolescent Traumatic Brain Injury

PubMed Central

Walz, Nicolay C.; Carey, JoAnne; McMullen, Kendra M.; Cass, Jennifer; Mark, Erin; Yeates, Keith Owen

2011-01-01

PURPOSE: To report the results of a randomized clinical trial of teen online problem-solving (TOPS) meant to improve behavioral outcomes of adolescents with traumatic brain injury (TBI). METHODS: A randomized clinical trial was conducted to compare the efficacy of TOPS with access to Internet resources in teenagers with TBI in improving parent and self-reported behavior problems and parent-teen conflicts. Participants included 41 adolescents aged 11 to 18 years (range: 11.47–17.90 years) who had sustained a moderate-to-severe TBI between 3 and 19 months earlier. Teens in the TOPS group received 10 to 14 online sessions that provided training in problem-solving, communication skills, and self-regulation. Outcomes were assessed before treatment and at a follow-up assessment an average of 8 months later. Groups were compared on follow-up scores after we controlled for pretreatment levels. Injury severity and socioeconomic status were examined as potential moderators of treatment efficacy. RESULTS: Forty-one participants provided consent and completed baseline assessments, and follow-up assessments were completed for 35 participants (16 TOPS, 19 Internet resource comparison). The TOPS group reported significantly less parent-teen conflict at follow-up than did the Internet-resource-comparison group. Improvements in teen behavior after TOPS were moderated by injury severity; there were greater improvements in the teens' internalizing symptoms after TOPS among adolescents with severe TBI. Family socioeconomic status also moderated the efficacy of TOPS in improving behavior problems reported by both parents and teens, although the nature of the moderation effects varied. CONCLUSION: Our findings suggest that TOPS contributes to improvements in parent-teen conflict generally and parent and self-reported teen behavior problems for certain subsets of participants. PMID:21890828

Effect on behavior problems of teen online problem-solving for adolescent traumatic brain injury.

PubMed

Wade, Shari L; Walz, Nicolay C; Carey, Joanne; McMullen, Kendra M; Cass, Jennifer; Mark, Erin; Yeates, Keith Owen

2011-10-01

To report the results of a randomized clinical trial of teen online problem-solving (TOPS) meant to improve behavioral outcomes of adolescents with traumatic brain injury (TBI). A randomized clinical trial was conducted to compare the efficacy of TOPS with access to Internet resources in teenagers with TBI in improving parent and self-reported behavior problems and parent-teen conflicts. Participants included 41 adolescents aged 11 to 18 years (range: 11.47-17.90 years) who had sustained a moderate-to-severe TBI between 3 and 19 months earlier. Teens in the TOPS group received 10 to 14 online sessions that provided training in problem-solving, communication skills, and self-regulation. Outcomes were assessed before treatment and at a follow-up assessment an average of 8 months later. Groups were compared on follow-up scores after we controlled for pretreatment levels. Injury severity and socioeconomic status were examined as potential moderators of treatment efficacy. Forty-one participants provided consent and completed baseline assessments, and follow-up assessments were completed for 35 participants (16 TOPS, 19 Internet resource comparison). The TOPS group reported significantly less parent-teen conflict at follow-up than did the Internet-resource-comparison group. Improvements in teen behavior after TOPS were moderated by injury severity; there were greater improvements in the teens' internalizing symptoms after TOPS among adolescents with severe TBI. Family socioeconomic status also moderated the efficacy of TOPS in improving behavior problems reported by both parents and teens, although the nature of the moderation effects varied. Our findings suggest that TOPS contributes to improvements in parent-teen conflict generally and parent and self-reported teen behavior problems for certain subsets of participants.

Using the Habit App for Weight Loss Problem Solving: Development and Feasibility Study.

PubMed

Pagoto, Sherry; Tulu, Bengisu; Agu, Emmanuel; Waring, Molly E; Oleski, Jessica L; Jake-Schoffman, Danielle E

2018-06-20

Reviews of weight loss mobile apps have revealed they include very few evidence-based features, relying mostly on self-monitoring. Unfortunately, adherence to self-monitoring is often low, especially among patients with motivational challenges. One behavioral strategy that is leveraged in virtually every visit of behavioral weight loss interventions and is specifically used to deal with adherence and motivational issues is problem solving. Problem solving has been successfully implemented in depression mobile apps, but not yet in weight loss apps. This study describes the development and feasibility testing of the Habit app, which was designed to automate problem-solving therapy for weight loss. Two iterative single-arm pilot studies were conducted to evaluate the feasibility and acceptability of the Habit app. In each pilot study, adults who were overweight or obese were enrolled in an 8-week intervention that included the Habit app plus support via a private Facebook group. Feasibility outcomes included retention, app usage, usability, and acceptability. Changes in problem-solving skills and weight over 8 weeks are described, as well as app usage and weight change at 16 weeks. Results from both pilots show acceptable use of the Habit app over 8 weeks with on average two to three uses per week, the recommended rate of use. Acceptability ratings were mixed such that 54% (13/24) and 73% (11/15) of participants found the diet solutions helpful and 71% (17/24) and 80% (12/15) found setting reminders for habits helpful in pilots 1 and 2, respectively. In both pilots, participants lost significant weight (P=.005 and P=.03, respectively). In neither pilot was an effect on problem-solving skills observed (P=.62 and P=.27, respectively). Problem-solving therapy for weight loss is feasible to implement in a mobile app environment; however, automated delivery may not impact problem-solving skills as has been observed previously via human delivery. ClinicalTrials.gov NCT02192905; https://clinicaltrials.gov/ct2/show/NCT02192905 (Archived by WebCite at http://www.webcitation.org/6zPQmvOF2). ©Sherry Pagoto, Bengisu Tulu, Emmanuel Agu, Molly E Waring, Jessica L Oleski, Danielle E Jake-Schoffman. Originally published in JMIR Mhealth and Uhealth (http://mhealth.jmir.org), 20.06.2018.

Genetics Home Reference: GRN-related frontotemporal dementia

MedlinePlus

... temporal lobes . The frontal lobes are involved in reasoning, planning, judgment, and problem-solving, while the temporal ... MND. Phenotype variability in progranulin mutation carriers: a clinical, neuropsychological, imaging and genetic study. Brain. 2008 Mar; ...

Predicting outcome of Internet-based treatment for depressive symptoms.

PubMed

Warmerdam, Lisanne; Van Straten, Annemieke; Twisk, Jos; Cuijpers, Pim

2013-01-01

In this study we explored predictors and moderators of response to Internet-based cognitive behavioral therapy (CBT) and Internet-based problem-solving therapy (PST) for depressive symptoms. The sample consisted of 263 participants with moderate to severe depressive symptoms. Of those, 88 were randomized to CBT, 88 to PST and 87 to a waiting list control condition. Outcomes were improvement and clinically significant change in depressive symptoms after 8 weeks. Higher baseline depression and higher education predicted improvement, while higher education, less avoidance behavior and decreased rational problem-solving skills predicted clinically significant change across all groups. No variables were found that differentially predicted outcome between Internet-based CBT and Internet-based PST. More research is needed with sufficient power to investigate predictors and moderators of response to reveal for whom Internet-based therapy is best suited.

Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial

PubMed Central

Lee, Myung Kyung

2018-01-01

Objectives This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. Methods The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. Results Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. Conclusions The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums. PMID:29503755

Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial.

PubMed

Lee, Myung Kyung; Park, Bu Kyung

2018-01-01

This study examined the effect of flipped learning in comparison to traditional learning in a surgical nursing practicum. The subjects of this study were 102 nursing students in their third year of university who were scheduled to complete a clinical nursing practicum in an operating room or surgical unit. Participants were randomly assigned to either a flipped learning group (n = 51) or a traditional learning group (n = 51) for the 1-week, 45-hour clinical nursing practicum. The flipped-learning group completed independent e-learning lessons on surgical nursing and received a brief orientation prior to the commencement of the practicum, while the traditional-learning group received a face-to-face orientation and on-site instruction. After the completion of the practicum, both groups completed a case study and a conference. The student's self-efficacy, self-leadership, and problem-solving skills in clinical practice were measured both before and after the one-week surgical nursing practicum. Participants' independent goal setting and evaluation of beliefs and assumptions for the subscales of self-leadership and problem-solving skills were compared for the flipped learning group and the traditional learning group. The results showed greater improvement on these indicators for the flipped learning group in comparison to the traditional learning group. The flipped learning method might offer more effective e-learning opportunities in terms of self-leadership and problem-solving than the traditional learning method in surgical nursing practicums.

Specificity of Problem-Solving Skills Training in Mothers of Children Newly Diagnosed With Cancer: Results of a Multisite Randomized Clinical Trial

PubMed Central

Sahler, Olle Jane Z.; Dolgin, Michael J.; Phipps, Sean; Fairclough, Diane L.; Askins, Martha A.; Katz, Ernest R.; Noll, Robert B.; Butler, Robert W.

2013-01-01

Purpose Diagnosis of cancer in a child can be extremely stressful for parents. Bright IDEAS, a problem-solving skills training (PSST) intervention, has been shown to decrease negative affectivity (anxiety, depression, post-traumatic stress symptoms) in mothers of newly diagnosed patients. This study was designed to determine the specificity of PSST by examining its direct and indirect (eg, social support) effects compared with a nondirective support (NDS) intervention. Patients and Methods This randomized clinical trial included 309 English- or Spanish-speaking mothers of children diagnosed 2 to 16 weeks before recruitment. Participants completed assessments prerandomization (T1), immediately postintervention (T2), and at 3-month follow-up (T3). Both PSST and NDS consisted of eight weekly 1-hour individual sessions. Outcomes included measures of problem-solving skill and negative affectivity. Results There were no significant between-group differences at baseline (T1). Except for level of problem-solving skill, which was directly taught in the PSST arm, outcome measures improved equally in both groups immediately postintervention (T2). However, at the 3-month follow-up (T3), mothers in the PSST group continued to show significant improvements in mood, anxiety, and post-traumatic stress; mothers in the NDS group showed no further significant gains. Conclusion PSST is an effective and specific intervention whose beneficial effects continue to grow after the intervention ends. In contrast, NDS is an effective intervention while it is being administered, but its benefits plateau when active support is removed. Therefore, teaching coping skills at diagnosis has the potential to facilitate family resilience over the entire course of treatment. PMID:23358975

Renal cortex segmentation using optimal surface search with novel graph construction.

PubMed

Li, Xiuli; Chen, Xinjian; Yao, Jianhua; Zhang, Xing; Tian, Jie

2011-01-01

In this paper, we propose a novel approach to solve the renal cortex segmentation problem, which has rarely been studied. In this study, the renal cortex segmentation problem is handled as a multiple-surfaces extraction problem, which is solved using the optimal surface search method. We propose a novel graph construction scheme in the optimal surface search to better accommodate multiple surfaces. Different surface sub-graphs are constructed according to their properties, and inter-surface relationships are also modeled in the graph. The proposed method was tested on 17 clinical CT datasets. The true positive volume fraction (TPVF) and false positive volume fraction (FPVF) are 74.10% and 0.08%, respectively. The experimental results demonstrate the effectiveness of the proposed method.

Problem-solving variability in older spouses: how is it linked to problem-, person-, and couple-characteristics?

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2011-09-01

Problem-solving does not take place in isolation and often involves social others such as spouses. Using repeated daily life assessments from 98 older spouses (M age = 72 years; M marriage length = 42 years), the present study examined theoretical notions from social-contextual models of coping regarding (a) the origins of problem-solving variability and (b) associations between problem-solving and specific problem-, person-, and couple- characteristics. Multilevel models indicate that the lion's share of variability in everyday problem-solving is located at the level of the problem situation. Importantly, participants reported more proactive emotion regulation and collaborative problem-solving for social than nonsocial problems. We also found person-specific consistencies in problem-solving. That is, older spouses high in Neuroticism reported more problems across the study period as well as less instrumental problem-solving and more passive emotion regulation than older spouses low in Neuroticism. Contrary to expectations, relationship satisfaction was unrelated to problem-solving in the present sample. Results are in line with the stress and coping literature in demonstrating that everyday problem-solving is a dynamic process that has to be viewed in the broader context in which it occurs. Our findings also complement previous laboratory-based work on everyday problem-solving by underscoring the benefits of examining everyday problem-solving as it unfolds in spouses' own environment.

Resource Letter RPS-1: Research in problem solving

NASA Astrophysics Data System (ADS)

Hsu, Leonardo; Brewe, Eric; Foster, Thomas M.; Harper, Kathleen A.

2004-09-01

This Resource Letter provides a guide to the literature on research in problem solving, especially in physics. The references were compiled with two audiences in mind: physicists who are (or might become) engaged in research on problem solving, and physics instructors who are interested in using research results to improve their students' learning of problem solving. In addition to general references, journal articles and books are cited for the following topics: cognitive aspects of problem solving, expert-novice problem-solver characteristics, problem solving in mathematics, alternative problem types, curricular interventions, and the use of computers in problem solving.

Introducing First-Year Medical Students to Early Diagnostic Hypotheses

ERIC Educational Resources Information Center

Taylor, P. J.; And Others

1978-01-01

A method of instruction in gynecology is described that encouraged the formulation of early diagnostic hypotheses, an important part of clinical problem-solving. Students were given a set of clinical clues to help them make broad diagnostic hypotheses. Student ability, results, and student perceptions of the course are provided. (Author/LBH)

Cognitive functioning and employment among people with schizophrenia in vocational rehabilitation.

PubMed

Lexén, Annika; Hofgren, Caisa; Stenmark, Richard; Bejerholm, Ulrika

2016-06-16

Employment is central to recovery in schizophrenia, but little attention has been paid to its relationship with cognitive functioning. This cross-sectional study adds to the knowledge base of relationships between cognitive functioning and gaining competitive employment, work hours per week, and monthly income among people with schizophrenia in vocational rehabilitation. It also examines which area of cognitive function may be decisive for gaining employment. Thirty-nine vocational rehabilitation participants were administered a cognitive battery based on MATRICS Consensus Cognitive Battery. Socio-demographic, clinical, and vocational data were gathered and analyzed with nonparametric statistics. Individuals with competitive employment differed from those without competitive employment in attention and psychomotor speed, delayed verbal recall, immediate visual recall, and planning, reasoning, and problem-solving. Higher scores in immediate and delayed verbal recall and planning, reasoning, and problem-solving correlated with more work hours per week and higher income. Immediate visual recall was related to higher income. Higher scores in planning, reasoning, and problem-solving was an indicator of competitive employment (OR = 1.48). Higher order cognitive functioning of planning, reasoning, and problem-solving may have a central role in gaining employment. The findings should be considered in compensation for or improving cognitive functions for vocational rehabilitation participants.

Electronic problem-solving treatment: description and pilot study of an interactive media treatment for depression.

PubMed

Cartreine, James Albert; Locke, Steven E; Buckey, Jay C; Sandoval, Luis; Hegel, Mark T

2012-09-25

Computer-automated depression interventions rely heavily on users reading text to receive the intervention. However, text-delivered interventions place a burden on persons with depression and convey only verbal content. The primary aim of this project was to develop a computer-automated treatment for depression that is delivered via interactive media technology. By using branching video and audio, the program simulates the experience of being in therapy with a master clinician who provides six sessions of problem-solving therapy. A secondary objective was to conduct a pilot study of the program's usability, acceptability, and credibility, and to obtain an initial estimate of its efficacy. The program was produced in a professional multimedia production facility and incorporates video, audio, graphics, animation, and text. Failure analyses of patient data are conducted across sessions and across problems to identify ways to help the user improve his or her problem solving. A pilot study was conducted with persons who had minor depression. An experimental group (n = 7) used the program while a waitlist control group (n = 7) was provided with no treatment for 6 weeks. All of the experimental group participants completed the trial, whereas 1 from the control was lost to follow-up. Experimental group participants rated the program high on usability, acceptability, and credibility. The study was not powered to detect clinical improvement, although these pilot data are encouraging. Although the study was not powered to detect treatment effects, participants did find the program highly usable, acceptable, and credible. This suggests that the highly interactive and immersive nature of the program is beneficial. Further clinical trials are warranted. ClinicalTrials.gov NCT00906581; http://clinicaltrials.gov/ct2/show/NCT00906581 (Archived by WebCite at http://www.webcitation.org/6A5Ni5HUp).

[Description of the mental processes occurring during clinical reasoning].

PubMed

Pottier, P; Planchon, B

2011-06-01

Clinical reasoning is a highly complex system with multiple inter-dependent mental activities. Gaining a better understanding of those cognitive processes has two practical implications: for physicians, being able to analyse their own reasoning method may prove to be helpful in diagnostic dead end; for medical teachers, identifying problem-solving strategies used by medical students may foster an appropriate individual feed-back aiming at improving their clinical reasoning skills. On the basis of a detailed literature review, the main diagnostic strategies and their related pattern of mental processes are described and illustrated with a concrete example, going from the patient's complaint to the chosen solution. Inductive, abductive and deductive diagnostic approaches are detailed. Different strategies for collecting data (exhaustive or oriented) and for problem-building are described. The place of problem solving strategies such as pattern-recognition, scheme inductive process, using of clinical script, syndrome grouping and mental hypotheses test is considered. This work aims at breaking up mental activities in process within clinical reasoning reminding that expert reasoning is characterised by the ability to use and structure the whole of these activities in a coherent system, using combined strategies in order to guarantee a better accuracy of their diagnosis. Copyright © 2010 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.

Genetics Home Reference: autosomal dominant nocturnal frontal lobe epilepsy

MedlinePlus

... brain are involved in many critical functions, including reasoning, planning, judgment, and problem-solving. It is unclear ... E, Montagna P. Nocturnal frontal lobe epilepsy. A clinical and polygraphic overview of 100 consecutive cases. Brain. ...

Students’ difficulties in probabilistic problem-solving

NASA Astrophysics Data System (ADS)

Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

The functional implications of motor, cognitive, psychiatric, and social problem-solving states in Huntington's disease.

PubMed

Van Liew, Charles; Gluhm, Shea; Goldstein, Jody; Cronan, Terry A; Corey-Bloom, Jody

2013-01-01

Huntington's disease (HD) is a genetic, neurodegenerative disorder characterized by motor, cognitive, and psychiatric dysfunction. In HD, the inability to solve problems successfully affects not only disease coping, but also interpersonal relationships, judgment, and independent living. The aim of the present study was to examine social problem-solving (SPS) in well-characterized HD and at-risk (AR) individuals and to examine its unique and conjoint effects with motor, cognitive, and psychiatric states on functional ratings. Sixty-three participants, 31 HD and 32 gene-positive AR, were included in the study. Participants completed the Social Problem-Solving Inventory-Revised: Long (SPSI-R:L), a 52-item, reliable, standardized measure of SPS. Items are aggregated under five scales (Positive, Negative, and Rational Problem-Solving; Impulsivity/Carelessness and Avoidance Styles). Participants also completed the Unified Huntington's Disease Rating Scale functional, behavioral, and cognitive assessments, as well as additional neuropsychological examinations and the Symptom Checklist-90-Revised (SCL-90R). A structural equation model was used to examine the effects of motor, cognitive, psychiatric, and SPS states on functionality. The multifactor structural model fit well descriptively. Cognitive and motor states uniquely and significantly predicted function in HD; however, neither psychiatric nor SPS states did. SPS was, however, significantly related to motor, cognitive, and psychiatric states, suggesting that it may bridge the correlative gap between psychiatric and cognitive states in HD. SPS may be worth assessing in conjunction with the standard gamut of clinical assessments in HD. Suggestions for future research and implications for patients, families, caregivers, and clinicians are discussed.

An Exploratory Study of a Story Problem Assessment: Understanding Children's Number Sense

ERIC Educational Resources Information Center

Shumway, Jessica F.; Westenskow, Arla; Moyer-Packenham, Patricia S.

2016-01-01

The purpose of this study was to identify and describe students' use of number sense as they solved story problem tasks. Three 8- and 9-year-old students participated in clinical interviews. Through a process of holistic and qualitative coding, researchers used the number sense view as a theoretical framework for exploring how students' number…

Role of autobiographical memory in social problem solving and depression.

PubMed

Goddard, L; Dritschel, B; Burton, A

1996-11-01

Depressed patients frequently exhibit deficiencies in social problem solving (SPS). A possible cause of this deficit is an impairment in patients' ability to retrieve specific autobiographical memories. A clinically depressed group and a hospital control group performed the Means-End Problem-Solving (MEPS; J. J. Platt & G. Spivack, 1975a) task, during which they were required to attend to the memories retrieved during solution generation. Memories were categorized according to whether they were specific, categoric, or extended and whether the valence of the memories was positive or negative. Results support the general hypothesis that SPS skill is a function of autobiographical memory retrieval as measured by a cuing task and by the types of memories retrieved during the MEPS. However, the dysfunctional nature of categoric memories in SPS, rather than the importance of specific memories, was highlighted in the depressed group. Valence proved to be an unimportant variable in SPS ability. The cyclical links among autobiographical memory retrieval, SPS skills, and depression are discussed.

Development of a problem solving evaluation instrument; untangling of specific problem solving assets

NASA Astrophysics Data System (ADS)

Adams, Wendy Kristine

The purpose of my research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. Attempts have been made in the past; however, knowledge of the principles required to solve the subject problem are so absolutely critical that they completely overshadow any other skills students may use when solving a problem. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. It is also unique because I picked a wide range of people and picked a wide range of tasks for evaluation. This is an important design feature that helps make things emerge more clearly. This dissertation includes an extensive literature review of problem solving in physics, math, education and cognitive science as well as descriptions of studies involving student use of interactive computer simulations, the design and validation of a beliefs about physics survey and finally the design of the problem solving evaluation tool. I have successfully developed and validated a problem solving evaluation tool that identifies 44 separate assets (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show these assets identified by this content-free evaluation tool are the same assets that students use to solve problems in mechanics and quantum mechanics. Understanding this set of component assets will help teachers and researchers address problem solving within the classroom.

Evaluating critical thinking in clinical practice.

PubMed

Oermann, M H

1997-01-01

Although much has been written about measurement instruments for evaluating critical thinking in nursing, this article describes clinical evaluation strategies for critical thinking. Five methods are discussed: 1) observation of students in practice; 2) questions for critical thinking, including Socratic questioning; 3) conferences; 4) problem-solving strategies; and 5) written assignments. These methods provide a means of evaluating students' critical thinking within the context of clinical practice.

Beyond Ockham's razor: redefining problem-solving in clinical sleep medicine using a "five-finger" approach.

PubMed

McCarty, David E

2010-06-15

The rule of diagnostic parsimony--otherwise known as "Ockham's Razor"--teaches students of medicine to find a single unifying diagnosis to explain a given patient's symptoms. While this approach has merits in some settings, a more comprehensive approach is often needed for patients with chronic, nonspecific presentations for which there is a broad differential diagnosis. The cardinal manifestations of sleep disorders--daytime neurocognitive impairment and subjective sleep disturbances-are examples of such presentations. Successful sleep medicine clinicians therefore approach every patient with the knowledge that multiple diagnoses-rather than simply one-are likely to be found. Teaching an integrated and comprehensive approach to other clinicians in an organized and reproducible fashion is challenging, and the evaluation of effectiveness of such teaching is even more so. As a practical aid for teaching the approach to--and evaluation of--a comprehensive sleep medicine encounter, five functional domains of sleep medicine clinical problem-solving are presented as potential sources for sleep/wake disruption: (1) circadian misalignment, (2) pharmacologic factors, (3) medical factors, (4) psychiatric/psychosocial factors, and (5) primary sleep medicine diagnoses. These domains are presented and explained in an easy-to-remember "five finger" format. The five finger format can be used in real time to evaluate the completeness of a clinical encounter, or can be used in the design of standardized patients to identify areas of strength and potential weakness. A score sheet based upon this approach is offered as an alternative to commonly used Likert scales as a potentially more objective and practical measure of clinical problem-solving competence, making it useful for training programs striving to achieve or maintain fellowship accreditation.

Age differences in everyday problem-solving effectiveness: older adults select more effective strategies for interpersonal problems.

PubMed

Blanchard-Fields, Fredda; Mienaltowski, Andrew; Seay, Renee Baldi

2007-01-01

Using the Everyday Problem Solving Inventory of Cornelius and Caspi, we examined differences in problem-solving strategy endorsement and effectiveness in two domains of everyday functioning (instrumental or interpersonal, and a mixture of the two domains) and for four strategies (avoidance-denial, passive dependence, planful problem solving, and cognitive analysis). Consistent with past research, our research showed that older adults were more problem focused than young adults in their approach to solving instrumental problems, whereas older adults selected more avoidant-denial strategies than young adults when solving interpersonal problems. Overall, older adults were also more effective than young adults when solving everyday problems, in particular for interpersonal problems.

Spontaneous gestures influence strategy choices in problem solving.

PubMed

Alibali, Martha W; Spencer, Robert C; Knox, Lucy; Kita, Sotaro

2011-09-01

Do gestures merely reflect problem-solving processes, or do they play a functional role in problem solving? We hypothesized that gestures highlight and structure perceptual-motor information, and thereby make such information more likely to be used in problem solving. Participants in two experiments solved problems requiring the prediction of gear movement, either with gesture allowed or with gesture prohibited. Such problems can be correctly solved using either a perceptual-motor strategy (simulation of gear movements) or an abstract strategy (the parity strategy). Participants in the gesture-allowed condition were more likely to use perceptual-motor strategies than were participants in the gesture-prohibited condition. Gesture promoted use of perceptual-motor strategies both for participants who talked aloud while solving the problems (Experiment 1) and for participants who solved the problems silently (Experiment 2). Thus, spontaneous gestures influence strategy choices in problem solving.

Systems Training for Emotional Predictability and Problem Solving (STEPPS) group treatment for offenders with borderline personality disorder.

PubMed

Black, Donald W; Blum, Nancee; McCormick, Brett; Allen, Jeff

2013-02-01

Systems Training for Emotional Predictability and Problem Solving (STEPPS) is a manual-based group treatment of persons with borderline personality disorder (BPD). We report results from a study of offenders supervised by the Iowa Department of Corrections. Seventy-seven offenders participated in STEPPS groups. The offenders experienced clinically significant improvement in BPD-related symptoms (d = 1.30), mood, and negative affectivity. Suicidal behaviors and disciplinary infractions were reduced. Baseline severity was inversely associated with improvement. The offenders indicated satisfaction with STEPPS. We conclude that STEPPS can be successfully integrated into the care of offenders with BPD in prison and community corrections settings.

[Role of medical information processing for quality assurance in obstetrics].

PubMed

Selbmann, H K

1983-06-01

The paradigma of problem-orientated assuring of the professional quality of medical case is a kind of "control loop system" consisting of the following 5 steps: routine observation, identification of the problem, analysis of the problem, translation of problem solutions into daily practice and control as to whether the problem has been solved or eliminated. Medical data processing, which involves documentation, electronic data processing and statistics, can make substantial contributions especially to the steps of observation, identification of the problem, and follow-up control. Perinatal data collection, which has already been introduced in 6 Länder of the Federal Republic of Germany, has supplied ample proof of this. These operations were conducted under the heading "internal clinical assuring of quality with external aid". Those clinics who participated in this programme, were given the necessary aid in self-observation (questionnaires, clinical statistics), and they were also given comparative informative data to help them in identifying the problems (clinical profiles, etc.). It is entirely left to the responsibility of the clinics themselves--voluntary cooperation and guarantee of remaining anonymous being a matter of course -- to draw their own consequences from the collected data and to translate these into clinical everyday practice.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

NASA Astrophysics Data System (ADS)

Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

The Impact of Teacher Training on Creative Writing and Problem-Solving Using Futuristic Scenarios for Creative Problem Solving and Creative Problem Solving Programs

ERIC Educational Resources Information Center

Hayel Al-Srour, Nadia; Al-Ali, Safa M.; Al-Oweidi, Alia

2016-01-01

The present study aims to detect the impact of teacher training on creative writing and problem-solving using both Futuristic scenarios program to solve problems creatively, and creative problem solving. To achieve the objectives of the study, the sample was divided into two groups, the first consist of 20 teachers, and 23 teachers to second…

Problem-solving skills in high school biology: The effectiveness of the IMMEX problem-solving assessment software

NASA Astrophysics Data System (ADS)

Palacio-Cayetano, Joycelin

"Problem-solving through reflective thinking should be both the method and valuable outcome of science instruction in America's schools" proclaimed John Dewey (Gabel, 1995). If the development of problem-solving is a primary goal of science education, more problem-solving opportunities must be an integral part of K-16 education. To examine the effective use of technology in developing and assessing problem-solving skills, a problem-solving authoring, learning, and assessment software, the UCLA IMMEX Program-Interactive Multimedia Exercises-was investigated. This study was a twenty-week quasi-experimental study that was implemented as a control-group time series design among 120 tenth grade students. Both the experimental group (n = 60) and the control group (n = 60) participated in a problem-based learning curriculum; however, the experimental group received regular intensive experiences with IMMEX problem-solving and the control group did not. Problem-solving pretest and posttest were administered to all students. The instruments used were a 35-item Processes of Biological Inquiry Test and an IMMEX problem-solving assessment test, True Roots. Students who participated in the IMMEX Program achieved significant (p <.05) gains in problem-solving skills on both problem-solving assessment instruments. This study provided evidence that IMMEX software is highly efficient in evaluating salient elements of problem-solving. Outputs of students' problem-solving strategies revealed that unsuccessful problem solvers primarily used the following four strategies: (1) no data search strategy, students simply guessed; (2) limited data search strategy leading to insufficient data and premature closing; (3) irrelevant data search strategy, students focus in areas bearing no substantive data; and (4) extensive data search strategy with inadequate integration and analysis. On the contrary, successful problem solvers used the following strategies; (1) focused search strategy coupled with the ability to fill in knowledge gaps by accessing the appropriate resources; (2) targeted search strategy coupled with high level of analytical and integration skills; and (3) focused search strategy coupled with superior discrimination, analytical, and integration skills. The strategies of students who were successful and unsuccessful solving IMMEX problems were consistent with those of expert and novice problem solvers identified in the literature on problem-solving.

Developing a "clinical presentation" curriculum at the University of Calgary.

PubMed

Mandin, H; Harasym, P; Eagle, C; Watanabe, M

1995-03-01

Currently, medical curricula are structured according to disciplines, body systems, or clinical problems. Beginning in 1988, the faculty of the University of Calgary Faculty of Medicine (U of C) carefully evaluated the advantages and disadvantages of each of these models in seeking to revise their school's curriculum. However, all three models fell short of a curricular structure based on current knowledge and principles of adult learning, clinical problem solving, community demands, and curriculum management. By 1991, the U of C had formulated a strategic plan for a revised curriculum structure based on the way patients present to physicians, and implementation of this plan has begun. In creating the new curriculum, 120 clinical presentations (e.g., "loss of consciousness/syncope") were defined and each was assigned to an individual or small group of faculty for development based on faculty expertise and interest. Terminal objectives (i.e., "what to do") were defined for each presentation to describe the appropriate clinical behaviors of a graduating physician. Experts developed schemes that outlined how they differentiated one cause (i.e., disease category) from another. The underlying enabling objectives (i.e., knowledge, skills, and attitudes) for reaching the terminal objectives for each clinical presentation were assigned as departmental responsibilities. A new administrative structure evolved in which there is a partnership between a centralized multidisciplinary curriculum committee and the departments. This new competency-based, clinical presentation curriculum is expected to significantly enhance students' development of clinical problem-solving skills and affirms the premise that prudent, continuous updating is essential for improving the quality of medical education.

Ubiquitous information for ubiquitous computing: expressing clinical data sets with openEHR archetypes.

PubMed

Garde, Sebastian; Hovenga, Evelyn; Buck, Jasmin; Knaup, Petra

2006-01-01

Ubiquitous computing requires ubiquitous access to information and knowledge. With the release of openEHR Version 1.0 there is a common model available to solve some of the problems related to accessing information and knowledge by improving semantic interoperability between clinical systems. Considerable work has been undertaken by various bodies to standardise Clinical Data Sets. Notwithstanding their value, several problems remain unsolved with Clinical Data Sets without the use of a common model underpinning them. This paper outlines these problems like incompatible basic data types and overlapping and incompatible definitions of clinical content. A solution to this based on openEHR archetypes is motivated and an approach to transform existing Clinical Data Sets into archetypes is presented. To avoid significant overlaps and unnecessary effort during archetype development, archetype development needs to be coordinated nationwide and beyond and also across the various health professions in a formalized process.

Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

PubMed

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

Crohn's Disease and Ulcerative Colitis: Emotional Factors

MedlinePlus

... for cures; participate in a clinical trial of experimental treatments. Interactive Disease Tracker Use GI Buddy to ... several coping strategies can help you gain better control over your condition. ... education, problem-solving, and positive reevaluation of distressing ...

Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

ERIC Educational Resources Information Center

Thalluri, Jyothi; Penman, Joy

2015-01-01

In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first- and second-year Medical Radiation students and second-year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who…

Project BELIEVE. Final Report. (A National Workplace Literacy Project with Bakery Europa and Straub Clinic & Hospital).

ERIC Educational Resources Information Center

Zane, Lawrence F. H.

Bakery Europa and the Straub Clinic in Hawaii participated in Project BELIEVE, a 3-year (1995-98) workplace literacy project conducted in partnership with the University of Hawaii's College of Education. Instruction focused on the literacy, communication, interpersonal, and problem-solving skills needed to succeed in the baking and health care…

Extraction of a group-pair relation: problem-solving relation from web-board documents.

PubMed

Pechsiri, Chaveevan; Piriyakul, Rapepun

2016-01-01

This paper aims to extract a group-pair relation as a Problem-Solving relation, for example a DiseaseSymptom-Treatment relation and a CarProblem-Repair relation, between two event-explanation groups, a problem-concept group as a symptom/CarProblem-concept group and a solving-concept group as a treatment-concept/repair concept group from hospital-web-board and car-repair-guru-web-board documents. The Problem-Solving relation (particularly Symptom-Treatment relation) including the graphical representation benefits non-professional persons by supporting knowledge of primarily solving problems. The research contains three problems: how to identify an EDU (an Elementary Discourse Unit, which is a simple sentence) with the event concept of either a problem or a solution; how to determine a problem-concept EDU boundary and a solving-concept EDU boundary as two event-explanation groups, and how to determine the Problem-Solving relation between these two event-explanation groups. Therefore, we apply word co-occurrence to identify a problem-concept EDU and a solving-concept EDU, and machine-learning techniques to solve a problem-concept EDU boundary and a solving-concept EDU boundary. We propose using k-mean and Naïve Bayes to determine the Problem-Solving relation between the two event-explanation groups involved with clustering features. In contrast to previous works, the proposed approach enables group-pair relation extraction with high accuracy.

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

Using a general problem-solving strategy to promote transfer.

PubMed

Youssef-Shalala, Amina; Ayres, Paul; Schubert, Carina; Sweller, John

2014-09-01

Cognitive load theory was used to hypothesize that a general problem-solving strategy based on a make-as-many-moves-as-possible heuristic could facilitate problem solutions for transfer problems. In four experiments, school students were required to learn about a topic through practice with a general problem-solving strategy, through a conventional problem solving strategy or by studying worked examples. In Experiments 1 and 2 using junior high school students learning geometry, low knowledge students in the general problem-solving group scored significantly higher on near or far transfer tests than the conventional problem-solving group. In Experiment 3, an advantage for a general problem-solving group over a group presented worked examples was obtained on far transfer tests using the same curriculum materials, again presented to junior high school students. No differences between conditions were found in Experiments 1, 2, or 3 using test problems similar to the acquisition problems. Experiment 4 used senior high school students studying economics and found the general problem-solving group scored significantly higher than the conventional problem-solving group on both similar and transfer tests. It was concluded that the general problem-solving strategy was helpful for novices, but not for students that had access to domain-specific knowledge. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Revising explanatory models to accommodate anomalous genetic phenomena: Problem solving in the context of discovery

NASA Astrophysics Data System (ADS)

Hafner, Robert; Stewart, Jim

Past problem-solving research has provided a basis for helping students structure their knowledge and apply appropriate problem-solving strategies to solve problems for which their knowledge (or mental models) of scientific phenomena is adequate (model-using problem solving). This research examines how problem solving in the domain of Mendelian genetics proceeds in situations where solvers' mental models are insufficient to solve problems at hand (model-revising problem solving). Such situations require solvers to use existing models to recognize anomalous data and to revise those models to accommodate the data. The study was conducted in the context of 9-week high school genetics course and addressed: the heuristics charactenstic of successful model-revising problem solving: the nature of the model revisions, made by students as well as the nature of model development across problem types; and the basis upon which solvers decide that a revised model is sufficient (that t has both predictive and explanatory power).

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

PubMed Central

Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

PubMed

Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

Errors analysis of problem solving using the Newman stage after applying cooperative learning of TTW type

NASA Astrophysics Data System (ADS)

Rr Chusnul, C.; Mardiyana, S., Dewi Retno

2017-12-01

Problem solving is the basis of mathematics learning. Problem solving teaches us to clarify an issue coherently in order to avoid misunderstanding information. Sometimes there may be mistakes in problem solving due to misunderstanding the issue, choosing a wrong concept or misapplied concept. The problem-solving test was carried out after students were given treatment on learning by using cooperative learning of TTW type. The purpose of this study was to elucidate student problem regarding to problem solving errors after learning by using cooperative learning of TTW type. Newman stages were used to identify problem solving errors in this study. The new research used a descriptive method to find out problem solving errors in students. The subject in this study were students of Vocational Senior High School (SMK) in 10th grade. Test and interview was conducted for data collection. Thus, the results of this study suggested problem solving errors in students after learning by using cooperative learning of TTW type for Newman stages.

Rejection Sensitivity and Depression: Indirect Effects Through Problem Solving.

PubMed

Kraines, Morganne A; Wells, Tony T

2017-01-01

Rejection sensitivity (RS) and deficits in social problem solving are risk factors for depression. Despite their relationship to depression and the potential connection between them, no studies have examined RS and social problem solving together in the context of depression. As such, we examined RS, five facets of social problem solving, and symptoms of depression in a young adult sample. A total of 180 participants completed measures of RS, social problem solving, and depressive symptoms. We used bootstrapping to examine the indirect effect of RS on depressive symptoms through problem solving. RS was positively associated with depressive symptoms. A negative problem orientation, impulsive/careless style, and avoidance style of social problem solving were positively associated with depressive symptoms, and a positive problem orientation was negatively associated with depressive symptoms. RS demonstrated an indirect effect on depressive symptoms through two social problem-solving facets: the tendency to view problems as threats to one's well-being and an avoidance problem-solving style characterized by procrastination, passivity, or overdependence on others. These results are consistent with prior research that found a positive association between RS and depression symptoms, but this is the first study to implicate specific problem-solving deficits in the relationship between RS and depression. Our results suggest that depressive symptoms in high RS individuals may result from viewing problems as threats and taking an avoidant, rather than proactive, approach to dealing with problems. These findings may have implications for problem-solving interventions for rejection sensitive individuals.

The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Bloom, Irene

2005-01-01

This paper describes the problem-solving behaviors of 12 mathematicians as they completed four mathematical tasks. The emergent problem-solving framework draws on the large body of research, as grounded by and modified in response to our close observations of these mathematicians. The resulting "Multidimensional Problem-Solving Framework" has four…

Mathematical Problem Solving: A Review of the Literature.

ERIC Educational Resources Information Center

Funkhouser, Charles

The major perspectives on problem solving of the twentieth century are reviewed--associationism, Gestalt psychology, and cognitive science. The results of the review on teaching problem solving and the uses of computers to teach problem solving are included. Four major issues related to the teaching of problem solving are discussed: (1)…

Teaching Problem Solving Skills to Elementary Age Students with Autism

ERIC Educational Resources Information Center

Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

2014-01-01

Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

Learning problem-solving skills in a distance education physics course

NASA Astrophysics Data System (ADS)

Rampho, G. J.; Ramorola, M. Z.

2017-10-01

In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

Learning through inter- and intradisciplinary problem solving: using cognitive apprenticeship to analyse doctor-to-doctor consultation.

PubMed

Pimmer, Christoph; Pachler, Norbert; Nierle, Julia; Genewein, Urs

2012-12-01

Today's healthcare can be characterised by the increasing importance of specialisation that requires cooperation across disciplines and specialities. In view of the number of educational programmes for interdisciplinary cooperation, surprisingly little is known on how learning arises from interdisciplinary work. In order to analyse the learning and teaching practices of interdisciplinary cooperation, a multiple case study research focused on how consults, i.e., doctor-to-doctor consultations between medical doctors from different disciplines were carried out: semi-structured interviews with doctors of all levels of seniority from two hospital sites in Switzerland were conducted. Starting with a priori constructs based on the 'methods' underpinning cognitive apprenticeship (CA), the transcribed interviews were analysed according to the principles of qualitative content analysis. The research contributes to three debates: (1) socio-cognitive and situated learning, (2) intra- and interdisciplinary learning in clinical settings, and (3), more generally, to cooperation and problem solving. Patient cases, which necessitate the cooperation of doctors in consults across boundaries of clinical specialisms, trigger intra- as well as interdisciplinary learning and offer numerous and varied opportunities for learning by requesting doctors as well as for on-call doctors, in particular those in residence. The relevance of consults for learning can also be verified from the perspective of CA which is commonly used by experts, albeit in varying forms, degrees of frequency and quality, and valued by learners. Through data analysis a model for collaborative problem-solving and help-seeking was developed which shows the interplay of pedagogical 'methods' of CA in informal clinical learning contexts.

Evolution of Students' Reasoning Skills on a Two Year Basis in a PBL Curriculum in Medicine.

ERIC Educational Resources Information Center

Bedard, Denis; And Others

A 2-year study at the University of Sherbrooke (Quebec) investigated the changes in six medical students' clinical reasoning processes as they participated in a problem-based learning (PBL) curriculum. In each year, students performed a think-aloud protocol with two medical case problems to solve, one in cardiology and one in urology. In the…

[Classification of results of studying blood plasma with laser correlation spectroscopy based on semiotics of preclinical and clinical states].

PubMed

Ternovoĭ, K S; Kryzhanovskiĭ, G N; Musiĭchuk, Iu I; Noskin, L A; Klopov, N V; Noskin, V A; Starodub, N F

1998-01-01

The usage of laser correlation spectroscopy for verification of preclinical and clinical states is substantiated. Developed "semiotic" classifier for solving the problems of preclinical and clinical states is presented. The substantiation of biological algorithms as well as the mathematical support and software for the proposed classifier for the data of laser correlation spectroscopy of blood plasma are presented.

Innovations in human genetics education. Incorporation of genetics into a problem-based medical school curriculum.

PubMed Central

Swinford, A E; McKeag, D B

1990-01-01

There has been recent interest in the development of problem-based human genetics curricula in U.S. medical schools. The College of Human Medicine at Michigan State University has had a problem-based curriculum since 1974. The vertical integration of genetics within the problem-based curriculum, called "Track II," has recently been revised. On first inspection, the curriculum appeared to lack a significant genetics component; however, on further analysis it was found that many genetics concepts were covered in the biochemistry, microbiology, pathology, and clinical science components. Both basic science concepts and clinical applications of genetics are covered in the curriculum by providing appropriate references for basic concepts and including inherited conditions within the differential diagnosis in the cases studied. Evaluations consist of a multiple-choice content exam and a modified essay exam based on a clinical case, allowing evaluation of both basic concepts and problem-solving ability. This curriculum prepares students to use genetics in a clinical context in their future careers. PMID:2220816

Problem-solving by traumatically brain injured and neurologically intact subjects on an adaptation of the twenty questions test.

PubMed

Marshall, Robert C; Karow, Colleen M; Morelli, Claudia A; Iden, Kristin K; Dixon, Judith

2003-07-01

RAPS (Rapid Assessment of Problem-Solving) is a clinical measure for assessing verbal problem-solving in hard-to-test patients or those that may not be able to tolerate a longer, more detailed assessment. The design of the test is based on Mosher and Hornsby's Twenty Question test, but RAPS contains several modifications to facilitate its use with brain-injured individuals. This study used RAPS to compare the verbal problem-solving ability of subjects that were neurologically intact and subjects that had chronic traumatic brain injuries. Twenty-one adults that were neurologically intact (NI) and 21 adults that had incurred a traumatic brain injury (TBI) matched for age, gender and education took part in the study. Before being tested with RAPS, participants signed an IRB-approved consent form and completed a battery of neurocognitive measures. RAPS entailed the solving of three verbal problems. Each problem involved an array of 32 pictures of common objects (e.g. football) arranged in a 4x 8 grid. The subjects were instructed to ask yes/no questions to determine which picture the examiner was 'thinking of '. Three scores were computed for each problem solved: number of questions asked, percentage of constraint-seeking questions, and question-asking efficiency scores for the first four questions. No learning effects across the problems were found for any of the RAPS measures. Scores were averaged across the three problems to determine group effects. Groups of TBI and NI subjects did not differ significantly in the number of questions asked in solving RAPS problems. Members of the NI group asked significantly more constraint-seeking questions (e.g. Is it an animal?) than those in the TBI group, and the subjects that had incurred brain injuries did more guessing than the NI group. Over 70% of the time, guessing took place after the semantic category containing the target picture was known to the subject. Guesses took the form of pseudo-constraint questions (e.g. Is it the animal with a long neck?) rather than frank guesses (e.g. Is it the giraffe?). These trends were seen for both groups. Question-asking efficiency scores, computed for the first four questions of each problem, reflected the amount of information gained by the subjects' questions. It was anticipated that subjects' questioning strategies would target larger rather than smaller number of pictures and systematically reduce the number of total pictures under consideration. Question-asking efficiency scores were significantly higher for the group of NI subjects. Both groups increased question-asking efficiency scores across the first four questions, and there was no significant group x question interaction. Further analysis of the question-asking efficiency scores revealed that questions from the group of NI subjects tended to target multiple categories of pictures and larger single semantic categories of pictures on the 32-item problem-solving board, whereas those from the group of TBI subjects often targeted smaller categories or portions of categories. Two meta-cognitive functions, planning and strategy shifting, appeared to explain most of the differences in the verbal problem-solving performance between the groups. Both groups, however, demonstrated a range of abilities on RAPS. Until a larger normative database for RAPS is available, it behooves clinicians using the test to analyse results on an individual basis, to consider the subject's pre-morbid problem-solving ability and to weigh those factors associated with brain injury that could affect RAPS performance.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

PubMed Central

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way. PMID:28848467

An experience sampling study of learning, affect, and the demands control support model.

PubMed

Daniels, Kevin; Boocock, Grahame; Glover, Jane; Holland, Julie; Hartley, Ruth

2009-07-01

The demands control support model (R. A. Karasek & T. Theorell, 1990) indicates that job control and social support enable workers to engage in problem solving. In turn, problem solving is thought to influence learning and well-being (e.g., anxious affect, activated pleasant affect). Two samples (N = 78, N = 106) provided data up to 4 times per day for up to 5 working days. The extent to which job control was used for problem solving was assessed by measuring the extent to which participants changed aspects of their work activities to solve problems. The extent to which social support was used to solve problems was assessed by measuring the extent to which participants discussed problems to solve problems. Learning mediated the relationship between changing aspects of work activities to solve problems and activated pleasant affect. Learning also mediated the relationship between discussing problems to solve problems and activated pleasant affect. The findings indicated that how individuals use control and support to respond to problem-solving demands is associated with organizational and individual phenomena, such as learning and affective well-being.

What Does (and Doesn't) Make Analogical Problem Solving Easy? A Complexity-Theoretic Perspective

ERIC Educational Resources Information Center

Wareham, Todd; Evans, Patricia; van Rooij, Iris

2011-01-01

Solving new problems can be made easier if one can build on experiences with other problems one has already successfully solved. The ability to exploit earlier problem-solving experiences in solving new problems seems to require several cognitive sub-abilities. Minimally, one needs to be able to retrieve relevant knowledge of earlier solved…

Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

ERIC Educational Resources Information Center

Kamis, Arnold; Khan, Beverly K.

2009-01-01

How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

Generalization of Social Skills: Strategies and Results of a Training Program in Problem Solving Skills.

ERIC Educational Resources Information Center

Paraschiv, Irina; Olley, J. Gregory

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

Young Children's Analogical Problem Solving: Gaining Insights from Video Displays

ERIC Educational Resources Information Center

Chen, Zhe; Siegler, Robert S.

2013-01-01

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. Two- to 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older but not younger toddlers extracted the problem-solving strategy depicted in the video…

Investigating Problem-Solving Perseverance Using Lesson Study

ERIC Educational Resources Information Center

Bieda, Kristen N.; Huhn, Craig

2017-01-01

Problem solving has long been a focus of research and curriculum reform (Kilpatrick 1985; Lester 1994; NCTM 1989, 2000; CCSSI 2010). The importance of problem solving is not new, but the Common Core introduced the idea of making sense of problems and persevering in solving them (CCSSI 2010, p. 6) as an aspect of problem solving. Perseverance is…

Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

PubMed

Gade, Shubhada; Chari, Suresh

2013-12-01

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

Problem-solving deficits in Iranian people with borderline personality disorder.

PubMed

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD.

Impulsivity as a mediator in the relationship between problem solving and suicidal ideation.

PubMed

Gonzalez, Vivian M; Neander, Lucía L

2018-03-15

This study examined whether three facets of impulsivity previously shown to be associated with suicidal ideation and attempts (negative urgency, lack of premeditation, and lack of perseverance) help to account for the established association between problem solving deficits and suicidal ideation. Emerging adult college student drinkers with a history of at least passive suicidal ideation (N = 387) completed measures of problem solving, impulsivity, and suicidal ideation. A path analysis was conducted to examine the mediating role of impulsivity variables in the association between problem solving (rational problem solving, positive and negative problem orientation, and avoidance style) and suicidal ideation. Direct and indirect associations through impulsivity, particularly negative urgency, were found between problem solving and severity of suicidal ideation. Interventions aimed at teaching problem solving skills, as well as self-efficacy and optimism for solving life problems, may help to reduce impulsivity and suicidal ideation. © 2018 Wiley Periodicals, Inc.

Improving mathematical problem solving skills through visual media

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Darhim; Ikhwanudin, T.

2018-01-01

The purpose of this article was to find out the enhancement of students’ mathematical problem solving by using visual learning media. The ability to solve mathematical problems is the ability possessed by students to solve problems encountered, one of the problem-solving model of Polya. This preliminary study was not to make a model, but it only took a conceptual approach by comparing the various literature of problem-solving skills by linking visual learning media. The results of the study indicated that the use of learning media had not been appropriated so that the ability to solve mathematical problems was not optimal. The inappropriateness of media use was due to the instructional media that was not adapted to the characteristics of the learners. Suggestions that can be given is the need to develop visual media to increase the ability to solve problems.

[Let Us to Know the Post-Marketing Clinical Studies and Critical Situation of Study Groups -- Now We Should Talk about How to Achieve the Safe and Most Effective Treatment for Cancer Patients].

PubMed

Hamamoto, Maki

2016-04-01

Not to leave something to be regretted in the life of patients and their family, it is important to find the best way during and after treatment for cancer. We, cancer survivors association, propose a corporated actions among patients, administration, medical stuffs, and enterprises to solve the problems of clinical studies. And we express our opinion on the present problems and to do for patients and citizens.

The Relationship between Students' Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children

ERIC Educational Resources Information Center

Limin, Chen; Van Dooren, Wim; Verschaffel, Lieven

2013-01-01

The goal of the present study is to investigate the relationship between pupils' problem posing and problem solving abilities, their beliefs about problem posing and problem solving, and their general mathematics abilities, in a Chinese context. Five instruments, i.e., a problem posing test, a problem solving test, a problem posing questionnaire,…

An Investigation of the Effects on Students' Attitudes, Beliefs, and Abilities in Problem Solving and Mathematics after One Year of a Systematic Approach to the Learning of Problem Solving.

ERIC Educational Resources Information Center

Higgins, Karen M.

This study investigated the effects of Oregon's Lane County "Problem Solving in Mathematics" (PSM) materials on middle-school students' attitudes, beliefs, and abilities in problem solving and mathematics. The instructional approach advocated in PSM includes: the direct teaching of five problem-solving skills, weekly challenge problems,…

Secondary prevention of work-related disability in nonspecific low back pain: does problem-solving therapy help? A randomized clinical trial.

PubMed

van den Hout, Johanna H C; Vlaeyen, Johan W S; Heuts, Peter H T G; Zijlema, Johan H L; Wijnen, Joseph A G

2003-01-01

Given the individual and economic burden of chronic work disability in low back pain patients, there is a need for effective preventive interventions. The aim of the present study was to investigate whether problem-solving therapy had a supplemental value when added to behavioral graded activity, regarding days of sick leave and work status. Randomized controlled trial. Employees who were recently on sick leave as a result of nonspecific low back pain were referred to the rehabilitation center by general practitioner, occupational physician, or rehabilitation physician. Forty-five employees had been randomly assigned to the experimental treatment condition that included behavioral graded activity and problem-solving therapy (GAPS), and 39 employees had been randomly assigned to behavioral graded activity and group education (GAGE). Days of sick leave and work status. Data were retrieved from occupational health services. Data analyses showed that employees in the GAPS group had significantly fewer days of sick leave in the second half-year after the intervention. Moreover, work status was more favorable for employees in this condition, in that more employees had a 100% return-to-work and fewer patients ended up receiving disability pensions one year after the intervention. Sensitivity analyses confirmed these results. The addition of problem-solving therapy to behavioral graded activity had supplemental value in employees with nonspecific low back pain.

Student’s scheme in solving mathematics problems

NASA Astrophysics Data System (ADS)

Setyaningsih, Nining; Juniati, Dwi; Suwarsono

2018-03-01

The purpose of this study was to investigate students’ scheme in solving mathematics problems. Scheme are data structures for representing the concepts stored in memory. In this study, we used it in solving mathematics problems, especially ratio and proportion topics. Scheme is related to problem solving that assumes that a system is developed in the human mind by acquiring a structure in which problem solving procedures are integrated with some concepts. The data were collected by interview and students’ written works. The results of this study revealed are students’ scheme in solving the problem of ratio and proportion as follows: (1) the content scheme, where students can describe the selected components of the problem according to their prior knowledge, (2) the formal scheme, where students can explain in construct a mental model based on components that have been selected from the problem and can use existing schemes to build planning steps, create something that will be used to solve problems and (3) the language scheme, where students can identify terms, or symbols of the components of the problem.Therefore, by using the different strategies to solve the problems, the students’ scheme in solving the ratio and proportion problems will also differ.

Factors of Problem-Solving Competency in a Virtual Chemistry Environment: The Role of Metacognitive Knowledge about Strategies

ERIC Educational Resources Information Center

Scherer, Ronny; Tiemann, Rudiger

2012-01-01

The ability to solve complex scientific problems is regarded as one of the key competencies in science education. Until now, research on problem solving focused on the relationship between analytical and complex problem solving, but rarely took into account the structure of problem-solving processes and metacognitive aspects. This paper,…

Same Old Problem, New Name? Alerting Students to the Nature of the Problem-Solving Process

ERIC Educational Resources Information Center

Yerushalmi, Edit; Magen, Esther

2006-01-01

Students frequently misconceive the process of problem-solving, expecting the linear process required for solving an exercise, rather than the convoluted search process required to solve a genuine problem. In this paper we present an activity designed to foster in students realization and appreciation of the nature of the problem-solving process,…

The Problem-Solving Process in Physics as Observed When Engineering Students at University Level Work in Groups

ERIC Educational Resources Information Center

Gustafsson, Peter; Jonsson, Gunnar; Enghag, Margareta

2015-01-01

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit…

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

NASA Astrophysics Data System (ADS)

Simpol, N. S. H.; Shahrill, M.; Li, H.-C.; Prahmana, R. C. I.

2017-12-01

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

Genetic influences on insight problem solving: the role of catechol-O-methyltransferase (COMT) gene polymorphisms

PubMed Central

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

People may experience an “aha” moment, when suddenly realizing a solution of a puzzling problem. This experience is called insight problem solving. Several findings suggest that catecholamine-related genes may contribute to insight problem solving, among which the catechol-O-methyltransferase (COMT) gene is the most promising candidate. The current study examined 753 healthy individuals to determine the associations between 7 candidate single nucleotide polymorphisms on the COMT gene and insight problem-solving performance, while considering gender differences. The results showed that individuals carrying A allele of rs4680 or T allele of rs4633 scored significantly higher on insight problem-solving tasks, and the COMT gene rs5993883 combined with gender interacted with correct solutions of insight problems, specifically showing that this gene only influenced insight problem-solving performance in males. This study presents the first investigation of the genetic impact on insight problem solving and provides evidence that highlights the role that the COMT gene plays in insight problem solving. PMID:26528222

Genetic influences on insight problem solving: the role of catechol-O-methyltransferase (COMT) gene polymorphisms.

PubMed

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

People may experience an "aha" moment, when suddenly realizing a solution of a puzzling problem. This experience is called insight problem solving. Several findings suggest that catecholamine-related genes may contribute to insight problem solving, among which the catechol-O-methyltransferase (COMT) gene is the most promising candidate. The current study examined 753 healthy individuals to determine the associations between 7 candidate single nucleotide polymorphisms on the COMT gene and insight problem-solving performance, while considering gender differences. The results showed that individuals carrying A allele of rs4680 or T allele of rs4633 scored significantly higher on insight problem-solving tasks, and the COMT gene rs5993883 combined with gender interacted with correct solutions of insight problems, specifically showing that this gene only influenced insight problem-solving performance in males. This study presents the first investigation of the genetic impact on insight problem solving and provides evidence that highlights the role that the COMT gene plays in insight problem solving.

Understanding Undergraduates’ Problem-Solving Processes †

PubMed Central

Nehm, Ross H.

2010-01-01

Fostering effective problem-solving skills is one of the most longstanding and widely agreed upon goals of biology education. Nevertheless, undergraduate biology educators have yet to leverage many major findings about problem-solving processes from the educational and cognitive science research literatures. This article highlights key facets of problem-solving processes and introduces methodologies that may be used to reveal how undergraduate students perceive and represent biological problems. Overall, successful problem-solving entails a keen sensitivity to problem contexts, disciplined internal representation or modeling of the problem, and the principled management and deployment of cognitive resources. Context recognition tasks, problem representation practice, and cognitive resource management receive remarkably little emphasis in the biology curriculum, despite their central roles in problem-solving success. PMID:23653710

Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

ERIC Educational Resources Information Center

Mairing, Jackson Pasini

2017-01-01

Solving problems is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe…

Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

ERIC Educational Resources Information Center

Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Social Problem Solving, Conduct Problems, and Callous-Unemotional Traits in Children

ERIC Educational Resources Information Center

Waschbusch, Daniel A.; Walsh, Trudi M.; Andrade, Brendan F.; King, Sara; Carrey, Normand J.

2007-01-01

This study examined the association between social problem solving, conduct problems (CP), and callous-unemotional (CU) traits in elementary age children. Participants were 53 children (40 boys and 13 girls) aged 7-12 years. Social problem solving was evaluated using the Social Problem Solving Test-Revised, which requires children to produce…

Using Simulation in a Vocational Programme: Does the Method Support the Theory?

ERIC Educational Resources Information Center

Rush, Sue; Acton, Lesley; Tolley, Kim; Marks-Maran, Di; Burke, Linda

2010-01-01

Use of simulation is well established as a way of learning and assessing skills in vocational disciplines. In many institutions the use of simulation with student nurses is being tested as a way of helping them learn clinical skills, problem-solving, clinical assessment and decision-making. This paper explores the value of simulation as a learning…

Mediated Learning Experience and Concept Maps: A Pedagogical Tool for Achieving Meaningful Learning in Medical Physiology Students

ERIC Educational Resources Information Center

Gonzalez, Hilda Leonor; Palencia, Alberto Pardo; Umana, Luis Alfredo; Galindo, Leonor; Villafrade M., Luz Adriana

2008-01-01

Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience…

Using a personal digital assistant to document clinical pharmacy services in an intensive care unit.

PubMed

Lau, A; Balen, R M; Lam, R; Malyuk, D L

2001-07-01

Management Case Studies describe approaches to real-life management problems in health systems. Each installment is a brief description of a problem and how it was dealt with. The cases are intended to help readers deal with similar experiences in their own work sites. Problem solving, not hypothesis testing, is emphasized. Successful resolution of the management issue is not a criterion for publication--important lessons can be learned from failures, too.

The relationship between medical students' epistemological beliefs and achievement on a clinical performance examination.

PubMed

Oh, Sun-A; Chung, Eun-Kyung; Han, Eui-Ryoung; Woo, Young-Jong; Kevin, Deiter

2016-03-01

This study was to explore the relationship between clinical performance examination (CPX) achievement and epistemological beliefs to investigate the potentials of epistemological beliefs in ill-structured medical problem solving tasks. We administered the epistemological beliefs questionnaire (EBQ) to fourth-year medical students and correlated the results with their CPX scores. The EBQ comprised 61 items reflecting five belief systems: certainty of knowledge, source of knowledge, rigidity of learning, ability to learn, and speed of knowledge acquisition. The CPX included scores for history taking, physical examination, and patient-physician interaction. The higher epistemological beliefs group obtained significantly higher scores on the CPX with regard to history taking and patient-physician interaction. The epistemological beliefs scores on certainty of knowledge and source of knowledge were significantly positively correlated with patient-physician interaction. The epistemological beliefs scores for ability to learn were significantly positively correlated with those for history taking, physical examination, and patient-physician interaction. Students with more sophisticated and advanced epistemological beliefs stances used more comprehensive and varied approaches in the patient-physician interaction. Therefore, educational efforts that encourage discussions pertaining to epistemological views should be considered to improve clinical reasoning and problem-solving competence in the clinic setting.

Application of Information Technology in the Outpatient Service Optimization.

PubMed

Zhang, Xiaoying

2017-01-01

In a hierarchical diagnosis and treatment policy local tertiary hospitals assume the majority of clinic service, improving patient medical experience and enhancing service quality. Information technologies such as comprehensive self-services, and palm medical APPs can help solve these problems.

Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem-solving situations (combination problems and unannounced test). However, such achievement may be limited by the lack of linkages between students' conceptual understanding and improved problem-solving skill.

Social problem-solving in Chinese baccalaureate nursing students.

PubMed

Fang, Jinbo; Luo, Ying; Li, Yanhua; Huang, Wenxia

2016-11-01

To describe social problem solving in Chinese baccalaureate nursing students. A descriptive cross-sectional study was conducted with a cluster sample of 681 Chinese baccalaureate nursing students. The Chinese version of the Social Problem-Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. The final year nursing students presented the highest scores of positive social problem-solving skills. Students with experiences of self-directed and problem-based learning presented significantly higher scores in Positive Problem Orientation subscale. The group with Critical thinking training experience, however, displayed higher negative problem solving scores compared with nonexperience group. Social problem solving abilities varied based upon teaching-learning strategies. Self-directed and problem-based learning may be recommended as effective way to improve social problem-solving ability. © 2016 Chinese Cochrane Center, West China Hospital of Sichuan University and John Wiley & Sons Australia, Ltd.

Problem Solving and Chemical Equilibrium: Successful versus Unsuccessful Performance.

ERIC Educational Resources Information Center

Camacho, Moises; Good, Ron

1989-01-01

Describes the problem-solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Lists 27 behavioral tendencies of successful and unsuccessful problem solvers. Discusses several implications for a problem solving theory, think-aloud techniques, adequacy of the chemistry domain, and chemistry instruction.…

Worry and problem-solving skills and beliefs in primary school children.

PubMed

Parkinson, Monika; Creswell, Cathy

2011-03-01

To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Children (8-11 years) were screened using the Penn State Worry Questionnaire for Children. High (N= 27) and low (N= 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs (confidence and perceived control). High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit from a focus on increasing positive problem-solving beliefs. ©2010 The British Psychological Society.

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Effects of Training in Problem Solving on the Problem-Solving Abilities of Gifted Fourth Graders: A Comparison of the Future Problem Solving and Instrumental Enrichment Programs.

ERIC Educational Resources Information Center

Dufner, Hillrey A.; Alexander, Patricia A.

The differential effects of two different types of problem-solving training on the problem-solving abilities of gifted fourth graders were studied. Two successive classes of gifted fourth graders from Weslaco Independent School District (Texas) were pretested with the Coloured Progressive Matrices (CPM) and Thinking Creatively With Pictures…

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

PubMed Central

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. PMID:27909021

Learning the facts in medical school is not enough: which factors predict successful application of procedural knowledge in a laboratory setting?

PubMed Central

2013-01-01

Background Medical knowledge encompasses both conceptual (facts or “what” information) and procedural knowledge (“how” and “why” information). Conceptual knowledge is known to be an essential prerequisite for clinical problem solving. Primarily, medical students learn from textbooks and often struggle with the process of applying their conceptual knowledge to clinical problems. Recent studies address the question of how to foster the acquisition of procedural knowledge and its application in medical education. However, little is known about the factors which predict performance in procedural knowledge tasks. Which additional factors of the learner predict performance in procedural knowledge? Methods Domain specific conceptual knowledge (facts) in clinical nephrology was provided to 80 medical students (3rd to 5th year) using electronic flashcards in a laboratory setting. Learner characteristics were obtained by questionnaires. Procedural knowledge in clinical nephrology was assessed by key feature problems (KFP) and problem solving tasks (PST) reflecting strategic and conditional knowledge, respectively. Results Results in procedural knowledge tests (KFP and PST) correlated significantly with each other. In univariate analysis, performance in procedural knowledge (sum of KFP+PST) was significantly correlated with the results in (1) the conceptual knowledge test (CKT), (2) the intended future career as hospital based doctor, (3) the duration of clinical clerkships, and (4) the results in the written German National Medical Examination Part I on preclinical subjects (NME-I). After multiple regression analysis only clinical clerkship experience and NME-I performance remained independent influencing factors. Conclusions Performance in procedural knowledge tests seems independent from the degree of domain specific conceptual knowledge above a certain level. Procedural knowledge may be fostered by clinical experience. More attention should be paid to the interplay of individual clinical clerkship experiences and structured teaching of procedural knowledge and its assessment in medical education curricula. PMID:23433202

Disciplinary Foundations for Solving Interdisciplinary Scientific Problems

ERIC Educational Resources Information Center

Zhang, Dongmei; Shen, Ji

2015-01-01

Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we…

Engineering students' experiences and perceptions of workplace problem solving

NASA Astrophysics Data System (ADS)

Pan, Rui

In this study, I interviewed 22 engineering Co-Op students about their workplace problem solving experiences and reflections and explored: 1) Of Co-Op students who experienced workplace problem solving, what are the different ways in which students experience workplace problem solving? 2) How do students perceive a) the differences between workplace problem solving and classroom problem solving and b) in what areas are they prepared by their college education to solve workplace problems? To answer my first research question, I analyzed data through the lens of phenomenography and I conducted thematic analysis to answer my second research question. The results of this study have implications for engineering education and engineering practice. Specifically, the results reveal the different ways students experience workplace problem solving, which provide engineering educators and practicing engineers a better understanding of the nature of workplace engineering. In addition, the results indicate that there is still a gap between classroom engineering and workplace engineering. For engineering educators who aspire to prepare students to be future engineers, it is imperative to design problem solving experiences that can better prepare students with workplace competency.

Problem-Solving Deficits in Iranian People with Borderline Personality Disorder

PubMed Central

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Objective: Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Methods: Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. Results: BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. Conclusions: The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD. PMID:25798169

Enhancing memory and imagination improves problem solving among individuals with depression.

PubMed

McFarland, Craig P; Primosch, Mark; Maxson, Chelsey M; Stewart, Brandon T

2017-08-01

Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

Measuring Family Problem Solving: The Family Problem Solving Diary.

ERIC Educational Resources Information Center

Kieren, Dianne K.

The development and use of the family problem-solving diary are described. The diary is one of several indicators and measures of family problem-solving behavior. It provides a record of each person's perception of day-to-day family problems (what the problem concerns, what happened, who got involved, what those involved did, how the problem…

Goal specificity and knowledge acquisition in statistics problem solving: evidence for attentional focus.

PubMed

Trumpower, David L; Goldsmith, Timothy E; Guynn, Melissa J

2004-12-01

Solving training problems with nonspecific goals (NG; i.e., solving for all possible unknown values) often results in better transfer than solving training problems with standard goals (SG; i.e., solving for one particular unknown value). In this study, we evaluated an attentional focus explanation of the goal specificity effect. According to the attentional focus view, solving NG problems causes attention to be directed to local relations among successive problem states, whereas solving SG problems causes attention to be directed to relations between the various problem states and the goal state. Attention to the former is thought to enhance structural knowledge about the problem domain and thus promote transfer. Results supported this view because structurally different transfer problems were solved faster following NG training than following SG training. Moreover, structural knowledge representations revealed more links depicting local relations following NG training and more links to the training goal following SG training. As predicted, these effects were obtained only by domain novices.

[Organization of out-patient psychiatric care in dementia and cognitive impairment in aged. Part II: Clinical and economic efficacy of memory clinics and Alzheimer's disease centers].

PubMed

Mikhaylova, N M

The part II of the review is focused on a history of developing of memory clinics and Alzheimer's disease centers as well as on the indices of their activity in various countries and in Russia. Approaches to the evaluation of clinical and economic efficacy of new technologies of organization of care and a role of the national programs in solving of the problem of old age dementias were considered.

Virtual and concrete manipulatives: a comparison of approaches for solving mathematics problems for students with autism spectrum disorder.

PubMed

Bouck, Emily C; Satsangi, Rajiv; Doughty, Teresa Taber; Courtney, William T

2014-01-01

Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.

Stress mediates the relationship between past drug addiction and current risky sexual behavior among low income women

PubMed Central

Wu, Z. Helen; Tennen, Howard; Hosain, Monawar; Coman, Emil; Cullum, Jerry; Berenson, Abbey B.

2014-01-01

This study examined the role of stress as a mediator of the relationship between prior drug addiction and current high risk sexual behavior. Eight hundred twenty women aged 18 to 30 years, who received care at community-based family planning clinics were interviewed using the Composite International Diagnostic Interview and the Sexual Risk Behavior Assessment Schedule. They also completed the brief version of the Self-Control Scale as a measure of problem-solving strategies, and measures of recent stressful events, daily hassles, and ongoing chronic stress. Regardless of addiction history, stress exposure during the previous 12 months was associated with risky sexual behavior during the previous 12 months. Structural equation modeling revealed that 12-month stress levels mediated the relationship between past drug addiction and 12-month high risk sexual behaviors, as well as the negative relationship between problem-solving strategies and high risk sexual behaviors. Problem-solving strategies did not moderate the relationship between drug addiction and high risk sexual behaviors. These findings suggest that stress management training may help reduce risky behavior among young, low-income women PMID:24985341

Report from a Multi-Institutional Randomized Clinical Trial Examining Computer-Assisted Problem-Solving Skills Training for English- and Spanish-Speaking Mothers of Children with Newly Diagnosed Cancer

PubMed Central

Sahler, Olle Jane Z.; Sherman, Sandra A.; Fairclough, Diane L.; Butler, Robert W.; Katz, Ernest R.; Dolgin, Michael J.; Varni, James W.; Noll, Robert B.; Phipps, Sean

2009-01-01

Objectives To evaluate the feasibility and efficacy of a handheld personal digital assistant (PDA)-based supplement for maternal Problem-Solving Skills Training (PSST) and to explore Spanish-speaking mothers’ experiences with it. Methods Mothers (n = 197) of children with newly diagnosed cancer were randomized to traditional PSST or PSST + PDA 8-week programs. Participants completed the Social Problem-Solving Inventory-Revised, Beck Depression Inventory-II, Profile of Mood States, and Impact of Event Scale-Revised pre-, post-treatment, and 3 months after completion of the intervention. Mothers also rated optimism, logic, and confidence in the intervention and technology. Results Both groups demonstrated significant positive change over time on all psychosocial measures. No between-group differences emerged. Despite technological “glitches,” mothers expressed moderately high optimism, appreciation for logic, and confidence in both interventions and rated the PDA-based program favorably. Technology appealed to all Spanish-speaking mothers, with younger mothers showing greater proficiency. Conclusions Well-designed, supported technology holds promise for enhancing psychological interventions. PMID:19091804

Improving Hospital-wide Patient Scheduling Decisions by Clinical Pathway Mining.

PubMed

Gartner, Daniel; Arnolds, Ines V; Nickel, Stefan

2015-01-01

Recent research has highlighted the need for solving hospital-wide patient scheduling problems. Inpatient scheduling, patient activities have to be scheduled on scarce hospital resources such that temporal relations between activities (e.g. for recovery times) are ensured. Common objectives are, among others, the minimization of the length of stay (LOS). In this paper, we consider a hospital-wide patient scheduling problem with LOS minimization based on uncertain clinical pathways. We approach the problem in three stages: First, we learn most likely clinical pathways using a sequential pattern mining approach. Second, we provide a mathematical model for patient scheduling and finally, we combine the two approaches. In an experimental study carried out using real-world data, we show that our approach outperforms baseline approaches on two metrics.

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving from the Perspective of Question Chain and Learning Community

ERIC Educational Resources Information Center

Zhang, Yin; Chu, Samuel K. W.

2016-01-01

In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when…

Perceived problem solving, stress, and health among college students.

PubMed

Largo-Wight, Erin; Peterson, P Michael; Chen, W William

2005-01-01

To study the relationships among perceived problem solving, stress, and physical health. The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college students (N = 232). Perceived problem-solving ability predicted self-reported physical health symptoms (R2 = .12; P < .001) and perceived stress (R2 = .19; P < .001). Perceived problem solving was a stronger predictor of physical health and perceived stress than were physical activity, alcohol consumption, or social support. Implications for college health promotion are discussed.

Experience with Using Multiple Types of Visual Educational Tools during Problem-Based Learning.

PubMed

Kang, Bong Jin

2012-06-01

This study describes the experience of using multiple types of visual educational tools in the setting of problem-based learning (PBL). The author intends to demonstrate their roles in diverse and efficient ways of clinical reasoning and problem solving. Visual educational tools were introduced in a lecture that included their various types, possible benefits, and some examples. Each group made one mechanistic case diagram per week, and each student designed one diagnostic schema or therapeutic algorithm per week, based on their learning issues. The students were also told to provide commentary, which was intended to give insights into their truthfulness. Subsequently, the author administered a questionnaire about the usefulness and weakness of visual educational tools and the difficulties with performing the work. Also, the qualities of the products were assessed by the author. There were many complaints about the adequacy of the introduction of visual educational tools, also revealed by the many initial inappropriate types of products. However, the exercise presentation in the first week improved the level of understanding regarding their purposes and the method of design. In general, students agreed on the benefits of their help in providing a deep understanding of the cases and the possibility of solving clinical problems efficiently. The commentary was helpful in evaluating the truthfulness of their efforts. Students gave suggestions for increasing the percentage of their scores, considering the efforts. Using multiple types of visual educational tools during PBL can be useful in understanding the diverse routes of clinical reasoning and clinical features.

Examining Tasks that Facilitate the Experience of Incubation While Problem-Solving

ERIC Educational Resources Information Center

Both, Lilly; Needham, Douglas; Wood, Eileen

2004-01-01

The three studies presented here contrasted the problem-solving outcomes of university students when a break was provided or not provided during a problem-solving session. In addition, two studies explored the effect of providing hints (priming) and the placement of hints during the problem-solving session. First, the ability to solve a previously…

The profile of students’ problem-solving skill in physics across interest program in the secondary school

NASA Astrophysics Data System (ADS)

Jua, S. K.; Sarwanto; Sukarmin

2018-05-01

Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-Service Primary School Teachers' Performance

ERIC Educational Resources Information Center

Kiliç, Çigdem

2017-01-01

This study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that,…

Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

ERIC Educational Resources Information Center

Maries, Alexandru; Singh, Chandralekha

2018-01-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an…

School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

ERIC Educational Resources Information Center

Sleegers, Peter; Wassink, Hartger; van Veen, Klaas; Imants, Jeroen

2009-01-01

In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by…

The Place of Problem Solving in Contemporary Mathematics Curriculum Documents

ERIC Educational Resources Information Center

Stacey, Kaye

2005-01-01

This paper reviews the presentation of problem solving and process aspects of mathematics in curriculum documents from Australia, UK, USA and Singapore. The place of problem solving in the documents is reviewed and contrasted, and illustrative problems from teachers' support materials are used to demonstrate how problem solving is now more often…

Translation among Symbolic Representations in Problem-Solving. Revised.

ERIC Educational Resources Information Center

Shavelson, Richard J.; And Others

This study investigated the relationships among the symbolic representation of problems given to students to solve, the mental representations they use to solve the problems, and the accuracy of their solutions. Twenty eleventh-grade science students were asked to think aloud as they solved problems on the ideal gas laws. The problems were…

Using Students' Representations Constructed during Problem Solving to Infer Conceptual Understanding

ERIC Educational Resources Information Center

Domin, Daniel; Bodner, George

2012-01-01

The differences in the types of representations constructed during successful and unsuccessful problem-solving episodes were investigated within the context of graduate students working on problems that involve concepts from 2D-NMR. Success at problem solving was established by having the participants solve five problems relating to material just…

Errors and Understanding: The Effects of Error-Management Training on Creative Problem-Solving

ERIC Educational Resources Information Center

Robledo, Issac C.; Hester, Kimberly S.; Peterson, David R.; Barrett, Jamie D.; Day, Eric A.; Hougen, Dean P.; Mumford, Michael D.

2012-01-01

People make errors in their creative problem-solving efforts. The intent of this article was to assess whether error-management training would improve performance on creative problem-solving tasks. Undergraduates were asked to solve an educational leadership problem known to call for creative thought where problem solutions were scored for…

Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

ERIC Educational Resources Information Center

Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

King Oedipus and the Problem Solving Process.

ERIC Educational Resources Information Center

Borchardt, Donald A.

An analysis of the problem solving process reveals at least three options: (1) finding the cause, (2) solving the problem, and (3) anticipating potential problems. These methods may be illustrated by examining "Oedipus Tyrannus," a play in which a king attempts to deal with a problem that appears to be beyond his ability to solve, and…

Problem Solving with the Elementary Youngster.

ERIC Educational Resources Information Center

Swartz, Vicki

This paper explores research on problem solving and suggests a problem-solving approach to elementary school social studies, using a culture study of the ancient Egyptians and King Tut as a sample unit. The premise is that problem solving is particularly effective in dealing with problems which do not have one simple and correct answer but rather…

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

ERIC Educational Resources Information Center

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

Conducting clinical post-conference in clinical teaching: a qualitative study.

PubMed

Hsu, Li-Ling

2007-08-01

The aim of this study was to explore nurse educators' perceptions regarding clinical postconferences. Additional aims included the exploration of interaction characteristics between students and faculty in clinical postconferences. Nursing students are challenged to think and learn in ways that will prepare them for practice in a complex health care environment. Clinical postconferences give students the opportunity to share knowledge gained through transformative learning and provide a forum for discussion and critical thinking. Faculty members must guide students as the latter participate in discussions, develop problem-solving skills and express feedings and attitudes in clinical conferences. The study used qualitative research methods, including participant observation and an open-ended questionnaire. Participant observers watched interaction activities between teachers and students in clinical postconferences. A total of 20 clinical postconferences, two conferences per teacher, were observed. The Non-Numerical Unstructured Data Indexing Searching and Theory-building qualitative software program was used in data analysis. Research findings indicated that, of the six taxonomy questions, lower-level questions (knowledge and comprehensive questions) were mostly asked by faculty members' postclinical conferences. The most frequently used guideline was task orientation, which is related to practice goals and was found in discussions of assignments, reading reports, discussions of clinical experiences, role plays, psychomotor skill practice, quizzes and student evaluations. It is an essential responsibility of nurse educators to employ postconferences to assist students in applying their knowledge in practical situations, in developing professional values and in enhancing their problem solving abilities.

The needs analysis of learning Inventive Problem Solving for technical and vocational students

NASA Astrophysics Data System (ADS)

Sai'en, Shanty; Tze Kiong, Tee; Yunos, Jailani Md; Foong, Lee Ming; Heong, Yee Mei; Mohaffyza Mohamad, Mimi

2017-08-01

Malaysian Ministry of Education highlighted in their National Higher Education Strategic plan that higher education’s need to focus adopting 21st century skills in order to increase a graduate’s employability. Current research indicates that most graduate lack of problem solving skills to help them securing the job. Realising the important of this skill hence an alternative way suggested as an option for high institution’s student to solve their problem. This study was undertaken to measure the level of problem solving skills, identify the needs of learning inventive problem solving skills and the needs of developing an Inventive problem solving module. Using a questionnaire, the study sampled 132 students from Faculty of Technical and Vocational Education. Findings indicated that majority of the students fail to define what is an inventive problem and the root cause of a problem. They also unable to state the objectives and goal thus fail to solve the problem. As a result, the students agreed on the developing Inventive Problem Solving Module to assist them.

Automation and adaptation: Nurses' problem-solving behavior following the implementation of bar coded medication administration technology.

PubMed

Holden, Richard J; Rivera-Rodriguez, A Joy; Faye, Héléne; Scanlon, Matthew C; Karsh, Ben-Tzion

2013-08-01

The most common change facing nurses today is new technology, particularly bar coded medication administration technology (BCMA). However, there is a dearth of knowledge on how BCMA alters nursing work. This study investigated how BCMA technology affected nursing work, particularly nurses' operational problem-solving behavior. Cognitive systems engineering observations and interviews were conducted after the implementation of BCMA in three nursing units of a freestanding pediatric hospital. Problem-solving behavior, associated problems, and goals, were specifically defined and extracted from observed episodes of care. Three broad themes regarding BCMA's impact on problem solving were identified. First, BCMA allowed nurses to invent new problem-solving behavior to deal with pre-existing problems. Second, BCMA made it difficult or impossible to apply some problem-solving behaviors that were commonly used pre-BCMA, often requiring nurses to use potentially risky workarounds to achieve their goals. Third, BCMA created new problems that nurses were either able to solve using familiar or novel problem-solving behaviors, or unable to solve effectively. Results from this study shed light on hidden hazards and suggest three critical design needs: (1) ecologically valid design; (2) anticipatory control; and (3) basic usability. Principled studies of the actual nature of clinicians' work, including problem solving, are necessary to uncover hidden hazards and to inform health information technology design and redesign.

Automation and adaptation: Nurses’ problem-solving behavior following the implementation of bar coded medication administration technology

PubMed Central

Holden, Richard J.; Rivera-Rodriguez, A. Joy; Faye, Héléne; Scanlon, Matthew C.; Karsh, Ben-Tzion

2012-01-01

The most common change facing nurses today is new technology, particularly bar coded medication administration technology (BCMA). However, there is a dearth of knowledge on how BCMA alters nursing work. This study investigated how BCMA technology affected nursing work, particularly nurses’ operational problem-solving behavior. Cognitive systems engineering observations and interviews were conducted after the implementation of BCMA in three nursing units of a freestanding pediatric hospital. Problem-solving behavior, associated problems, and goals, were specifically defined and extracted from observed episodes of care. Three broad themes regarding BCMA’s impact on problem solving were identified. First, BCMA allowed nurses to invent new problem-solving behavior to deal with pre-existing problems. Second, BCMA made it difficult or impossible to apply some problem-solving behaviors that were commonly used pre-BCMA, often requiring nurses to use potentially risky workarounds to achieve their goals. Third, BCMA created new problems that nurses were either able to solve using familiar or novel problem-solving behaviors, or unable to solve effectively. Results from this study shed light on hidden hazards and suggest three critical design needs: (1) ecologically valid design; (2) anticipatory control; and (3) basic usability. Principled studies of the actual nature of clinicians’ work, including problem solving, are necessary to uncover hidden hazards and to inform health information technology design and redesign. PMID:24443642

Executive Functioning in Men with Schizophrenia and Substance Use Disorders. Influence of Lifetime Suicide Attempts

PubMed Central

Capella, Maria del Mar; Prat, Gemma; Forero, Diego A.; López-Vera, Silvia; Navarro, José Francisco

2017-01-01

Background Lifetime suicide attempts in patients with comorbidity between psychotic disorders and Substance Use Disorder (SUD), known as dual diagnosis, was associated with a worse clinical and cognitive state, poor prognosis and premature death. However, to date no previous study has examined the cognitive performance of these patients considering as independent the presence or absence of lifetime suicide attempts. Methods We explore executive functioning differences between suicide attempters and non-attempters in dual schizophrenia (DS) patients and the possible related factors for both executive performance and current suicide risk. Fifty DS male patients in remission of SUD and clinically stables, 24 with and 26 without lifetime suicide attempts, were evaluated. We considered Z scores for all neuropsychological tests and a composite summary score for both premorbid IQ and executive functioning. Results DS patients showed low performance in set-shifting, planning and problem solving tasks. Those with suicide attempts presented lower composite summary scores, together with worse problem solving skills and decision-making, compared with non-attempters. However, after controlling for alcohol dependence, only differences in decision-making remained. Executive functioning was related to the premorbid intelligence quotient, and several clinical variables (duration, severity, months of abstinence and relapses of SUD, global functioning and negative symptoms). A relationship between current suicide risk, and first-degree relatives with SUD, insight and positive symptoms was also found. Conclusions Our results suggest that problem solving and, especially, decision-making tasks might be sensitive to cognitive impairment of DS patients related to presence of lifetime suicide attempts. The assessment of these executive functions and cognitive remediation therapy when necessary could be beneficial for the effectiveness of treatment in patients with DS. However, further research is needed to expand our findings and overcome some limitations of this study. PMID:28099526

Executive Functioning in Men with Schizophrenia and Substance Use Disorders. Influence of Lifetime Suicide Attempts.

PubMed

Adan, Ana; Capella, Maria Del Mar; Prat, Gemma; Forero, Diego A; López-Vera, Silvia; Navarro, José Francisco

2017-01-01

Lifetime suicide attempts in patients with comorbidity between psychotic disorders and Substance Use Disorder (SUD), known as dual diagnosis, was associated with a worse clinical and cognitive state, poor prognosis and premature death. However, to date no previous study has examined the cognitive performance of these patients considering as independent the presence or absence of lifetime suicide attempts. We explore executive functioning differences between suicide attempters and non-attempters in dual schizophrenia (DS) patients and the possible related factors for both executive performance and current suicide risk. Fifty DS male patients in remission of SUD and clinically stables, 24 with and 26 without lifetime suicide attempts, were evaluated. We considered Z scores for all neuropsychological tests and a composite summary score for both premorbid IQ and executive functioning. DS patients showed low performance in set-shifting, planning and problem solving tasks. Those with suicide attempts presented lower composite summary scores, together with worse problem solving skills and decision-making, compared with non-attempters. However, after controlling for alcohol dependence, only differences in decision-making remained. Executive functioning was related to the premorbid intelligence quotient, and several clinical variables (duration, severity, months of abstinence and relapses of SUD, global functioning and negative symptoms). A relationship between current suicide risk, and first-degree relatives with SUD, insight and positive symptoms was also found. Our results suggest that problem solving and, especially, decision-making tasks might be sensitive to cognitive impairment of DS patients related to presence of lifetime suicide attempts. The assessment of these executive functions and cognitive remediation therapy when necessary could be beneficial for the effectiveness of treatment in patients with DS. However, further research is needed to expand our findings and overcome some limitations of this study.

Collis-Romberg Mathematical Problem Solving Profiles.

ERIC Educational Resources Information Center

Collis, K. F.; Romberg, T. A.

Problem solving has become a focus of mathematics programs in Australia in recent years, necessitating the assessment of students' problem-solving abilities. This manual provides a problem-solving assessment and teaching resource package containing four elements: (1) profiles assessment items; (2) profiles diagnostic forms for recording individual…

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Waluya, B.; Mulyono

2018-03-01

There were many ways of solving the problem offered by the experts. The author combines various ways of solving the problem as a form of novelty. Among the learning model that was expected to support the growth of problem-solving skills was SAVI. The purpose, to obtain trace results from the analysis of the problem-solving ability of students in the Dual Integral material. The research method was a qualitative approach. Its activities include tests was filled with mathematical connections, observation, interviews, FGD, and triangulation. The results were: (1) some students were still experiencing difficulties in solving the problems. (2) The application of modification of SAVI learning model effective in supporting the growth of problem-solving abilities. (3) The strength of the students related to solving the problem, there were two students in the excellent category, there were three students in right classes and one student in the medium group.

Flexibility in Mathematics Problem Solving Based on Adversity Quotient

NASA Astrophysics Data System (ADS)

Dina, N. A.; Amin, S. M.; Masriyah

2018-01-01

Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

Analogy as a strategy for supporting complex problem solving under uncertainty.

PubMed

Chan, Joel; Paletz, Susannah B F; Schunn, Christian D

2012-11-01

Complex problem solving in naturalistic environments is fraught with uncertainty, which has significant impacts on problem-solving behavior. Thus, theories of human problem solving should include accounts of the cognitive strategies people bring to bear to deal with uncertainty during problem solving. In this article, we present evidence that analogy is one such strategy. Using statistical analyses of the temporal dynamics between analogy and expressed uncertainty in the naturalistic problem-solving conversations among scientists on the Mars Rover Mission, we show that spikes in expressed uncertainty reliably predict analogy use (Study 1) and that expressed uncertainty reduces to baseline levels following analogy use (Study 2). In addition, in Study 3, we show with qualitative analyses that this relationship between uncertainty and analogy is not due to miscommunication-related uncertainty but, rather, is primarily concentrated on substantive problem-solving issues. Finally, we discuss a hypothesis about how analogy might serve as an uncertainty reduction strategy in naturalistic complex problem solving.

Interference thinking in constructing students’ knowledge to solve mathematical problems

NASA Astrophysics Data System (ADS)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

Prevention of depression and anxiety in adolescents: a randomized controlled trial testing the efficacy and mechanisms of Internet-based self-help problem-solving therapy.

PubMed

Hoek, Willemijn; Schuurmans, Josien; Koot, Hans M; Cuijpers, Pim

2009-10-12

Even though depression and anxiety are highly prevalent in adolescence, youngsters are not inclined to seek help in regular healthcare. Therapy through the Internet, however, has been found to appeal strongly to young people. The main aim of the present study is to examine the efficacy of preventive Internet-based guided self-help problem-solving therapy with adolescents reporting depressive and anxiety symptoms. A secondary objective is to test potential mediating and moderating variables in order to gain insight into how the intervention works and for whom it works best. This study is a randomized controlled trial with an intervention condition group and a wait-list control group. The intervention condition group receives Internet-based self-help problem-solving therapy. Support is provided by a professional and delivered through email. Participants in the wait-list control group receive the intervention four months later. The study population consists of adolescents (12-18-year-olds) from the general population who report mild to moderate depressive and/or anxiety symptoms and are willing to complete a self-help course. Primary outcomes are symptoms of depression and anxiety. Secondary outcomes are quality of life, social anxiety, and cost-effectiveness. The following variables are examined for their moderating role: demographics, motivation, treatment credibility and expectancy, externalizing behaviour, perceived social support from parents and friends, substance use, the experience of important life events, physical activity, the quality of the therapeutic alliance, and satisfaction. Mediator variables include problem-solving skills, worrying, mastery, and self-esteem. Data are collected at baseline and at 3 weeks, 5 weeks, 4 months, 8 months, and 12 months after baseline. Both intention-to-treat and completer analyses will be conducted. This study evaluates the efficacy and mechanisms of Internet-based problem-solving therapy for adolescents. If Internet-based problem-solving therapy is shown to reduce depressive and anxiety symptoms in adolescents, the implication is to implement the intervention in clinical practice. Strengths and limitations of the study are discussed. Netherlands Trial Register NTR1322.

Insightful problem solving and emulation in brown capuchin monkeys.

PubMed

Renner, Elizabeth; Abramo, Allison M; Karen Hambright, M; Phillips, Kimberley A

2017-05-01

We investigated problem solving abilities of capuchin monkeys via the "floating object problem," a task in which the subject must use creative problem solving to retrieve a favored food item from the bottom of a clear tube. Some great apes have solved this problem by adding water to raise the object to a level at which it can be easily grabbed. We presented seven capuchins with the task over eight trials (four "dry" and four "wet"). None of the subjects solved the task, indicating that no capuchin demonstrated insightful problem solving under these experimental conditions. We then investigated whether capuchins would emulate a solution to the task. Seven subjects observed a human model solve the problem by pouring water from a cup into the tube, which brought the object to the top of the tube, allowing the subject to retrieve it. Subjects were then allowed to interact freely with an unfilled tube containing the object in the presence of water and objects that could be used to solve the task. While most subjects were unable to solve the task after viewing a demonstrator solve it, one subject did so, but in a unique way. Our results are consistent with some previous results in great ape species and indicate that capuchins do not spontaneously solve the floating object problem via insight.

Detecting math problem solving strategies: an investigation into the use of retrospective self-reports, latency and fMRI data.

PubMed

Tenison, Caitlin; Fincham, Jon M; Anderson, John R

2014-02-01

This research explores how to determine when mathematical problems are solved by retrieval versus computation strategies. Past research has indicated that verbal reports, solution latencies, and neural imaging all provide imperfect indicators of this distinction. Participants in the current study solved mathematical problems involving two distinct problem types, called 'Pyramid' and 'Formula' problems. Participants were given extensive training solving 3 select Pyramid and 3 select Formula problems. Trained problems were highly practiced, whereas untrained problems were not. The distinction between untrained and trained problems was observed in the data. Untrained problems took longer to solve, more often used procedural strategies and showed a greater activation in the horizontal intraparietal sulcus (HIPS) when compared to trained problems. A classifier fit to the neural distinction between trained-untrained problems successfully predicted training within and between the two problem types. We employed this classifier to generate a prediction of strategy use. By combining evidence from the classifier, problem solving latencies, and retrospective reports, we predicted the strategy used to solve each problem in the scanner and gained unexpected insight into the distinction between different strategies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Problem solving therapy - use and effectiveness in general practice.

PubMed

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

Collection of solved problems in physics

NASA Astrophysics Data System (ADS)

Koupilová, ZdeÅka; Mandíková, Dana; Snětinová, Marie

2017-01-01

To solve physics problems is a key ability which students should reach during their physics education. Ten years ago we started to develop a Collection of fully solved problems. The structure of problems' solutions is specially designed to substitute tutor's help during lesson and encourage students to solve at least some parts of a problem independently. Nowadays the database contains about 770 fully solved problems in physics in Czech, more than 100 problems in Polish and more than 140 problems in English. Other problems are still being translated. Except for physics problems, the Collection has also a mathematical part, which contains more than 300 fully solved problems in mathematics. This paper follows the presentation of the Collection of solved problems from previous years and introduces a new interface of the Collection, its enhanced functionality, new topics, newly created interface for teachers, user feedback and plans for future development. The database is placed at the website of the Department of Physics Education, Faculty of Mathematics and Physics, Charles University in Prague, the links are: http://reseneulohy.cz/fyzika (Czech version); http://www.physicstasks.eu/ (English version).

Pre-service mathematics teachers’ ability in solving well-structured problem

NASA Astrophysics Data System (ADS)

Paradesa, R.

2018-01-01

This study aimed to describe the mathematical problem-solving ability of undergraduate students of mathematics education in solving the well-structured problem. The type of this study was qualitative descriptive. The subjects in this study were 100 undergraduate students of Mathematics Education at one of the private universities in Palembang city. The data in this study was collected through two test items with essay form. The results of this study showed that, from the first problem, only 8% students can solve it, but do not check back again to validate the process. Based on a scoring rubric that follows Polya strategy, their answer satisfied 2 4 2 0 patterns. But, from the second problem, 45% students satisfied it. This is because the second problem imitated from the example that was given in learning process. The average score of undergraduate students mathematical problem-solving ability in solving well-structured problems showed 56.00 with standard deviation was 13.22. It means that, from 0 - 100 scale, undergraduate students mathematical problem-solving ability can be categorized low. From this result, the conclusion was undergraduate students of mathematics education in Palembang still have a problem in solving mathematics well-structured problem.

An Investigation on Chinese Teachers' Realistic Problem Posing and Problem Solving Ability and Beliefs

ERIC Educational Resources Information Center

Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven

2011-01-01

In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…

Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness.

PubMed

Abdollahi, Abbas; Abu Talib, Mansor; Carlbring, Per; Harvey, Richard; Yaacob, Siti Nor; Ismail, Zanariah

2016-06-01

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach-avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

The Effects of Thinking Aloud Pair Problem Solving on High School Students' Chemistry Problem-Solving Performance and Verbal Interactions

NASA Astrophysics Data System (ADS)

Jeon, Kyungmoon; Huffman, Douglas; Noh, Taehee

2005-10-01

This study investigated the effects of a thinking aloud pair problem solving (TAPPS) approach on students' chemistry problem-solving performance and verbal interactions. A total of 85 eleventh grade students from three classes in a Korean high school were randomly assigned to one of three groups; either individually using a problem-solving strategy, using a problem-solving strategy with TAPPS, or the control group. After instruction, students' problem-solving performance was examined. The results showed that students in both the individual and TAPPS groups performed better than those in the control group on recalling the related law and mathematical execution, while students in the TAPPS group performed better than those in the other groups on conceptual knowledge. To investigate the verbal behaviors using TAPPS, verbal behaviors of solvers and listeners were classified into 8 categories. Listeners' verbal behavior of "agreeing" and "pointing out", and solvers' verbal behavior of "modifying" were positively related with listeners' problem-solving performance. There was, however, a negative correlation between listeners' use of "point out" and solvers' problem-solving performance. The educational implications of this study are discussed.

Pedagogy and/or technology: Making difference in improving students' problem solving skills

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Lodder, Katherine; Shaw, Kimberly A.

2013-01-01

Pen input computers combined with interactive software may have substantial potential for promoting active instructional methodologies and for facilitating students' problem solving ability. An excellent example is a study in which introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures was replaced with group problem solving sessions facilitated with Tablet PCs and DyKnow software [1,2]. The research goal of the present study was to isolate the effect of the methodology itself (using additional time to teach problem solving) from that of the involved technology. In Fall 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech methods for one third of the semester (covering Kinematics), and then traded technologies for the middle third of the term (covering Dynamics). Analysis of quiz, exam and standardized pre-post test results indicated no significant difference in scores of the two groups. Combining this result with those of previous studies implies primacy of pedagogy (collaborative problem solving itself) over technology for student learning in problem solving recitations.

Working memory dysfunctions predict social problem solving skills in schizophrenia.

PubMed

Huang, Jia; Tan, Shu-ping; Walsh, Sarah C; Spriggens, Lauren K; Neumann, David L; Shum, David H K; Chan, Raymond C K

2014-12-15

The current study aimed to examine the contribution of neurocognition and social cognition to components of social problem solving. Sixty-seven inpatients with schizophrenia and 31 healthy controls were administrated batteries of neurocognitive tests, emotion perception tests, and the Chinese Assessment of Interpersonal Problem Solving Skills (CAIPSS). MANOVAs were conducted to investigate the domains in which patients with schizophrenia showed impairments. Correlations were used to determine which impaired domains were associated with social problem solving, and multiple regression analyses were conducted to compare the relative contribution of neurocognitive and social cognitive functioning to components of social problem solving. Compared with healthy controls, patients with schizophrenia performed significantly worse in sustained attention, working memory, negative emotion, intention identification and all components of the CAIPSS. Specifically, sustained attention, working memory and negative emotion identification were found to correlate with social problem solving and 1-back accuracy significantly predicted the poor performance in social problem solving. Among the dysfunctions in schizophrenia, working memory contributed most to deficits in social problem solving in patients with schizophrenia. This finding provides support for targeting working memory in the development of future social problem solving rehabilitation interventions. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Calculators and Strategies for Problem Solving in Grade Seven: An Implementation Program and Study. Report No. 83:3.

ERIC Educational Resources Information Center

Szetela, W.; Super, D.

A problem-solving program supplemented by calculators in one treatment group was conducted in 63 grade 7 classes with about 1350 students. Teachers were provided with problems correlated with textbooks, and instruction for teaching problem-solving strategies. School districts provided calculators and problem-solving materials. Pretest scores…

Assessing Student Written Problem Solutions: A Problem-Solving Rubric with Application to Introductory Physics

ERIC Educational Resources Information Center

Docktor, Jennifer L.; Dornfeld, Jay; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Jackson, Koblar Alan; Mason, Andrew; Ryan, Qing X.; Yang, Jie

2016-01-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic…

Problem Solving: How Can We Help Students Overcome Cognitive Difficulties

ERIC Educational Resources Information Center

Cardellini, Liberato

2014-01-01

The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in…

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

ERIC Educational Resources Information Center

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this…

Analog Processor To Solve Optimization Problems

NASA Technical Reports Server (NTRS)

Duong, Tuan A.; Eberhardt, Silvio P.; Thakoor, Anil P.

1993-01-01

Proposed analog processor solves "traveling-salesman" problem, considered paradigm of global-optimization problems involving routing or allocation of resources. Includes electronic neural network and auxiliary circuitry based partly on concepts described in "Neural-Network Processor Would Allocate Resources" (NPO-17781) and "Neural Network Solves 'Traveling-Salesman' Problem" (NPO-17807). Processor based on highly parallel computing solves problem in significantly less time.

Problem Solving Appraisal of Delinquent Adolescents.

ERIC Educational Resources Information Center

Perez, Ruperto M.; And Others

The study investigated the following: (1) the relationship of problem solving appraisal to narcissistic vulnerability, locus of control, and depression; (2) the differences in problem solving appraisal, locus of control, and depression in first-time and repeat offenders; and (3) the prediction of problem solving appraisal by narcissistic…

Computer Programming: A Medium for Teaching Problem Solving.

ERIC Educational Resources Information Center

Casey, Patrick J.

1997-01-01

Argues that including computer programming in the curriculum as a medium for instruction is a feasible alternative for teaching problem solving. Discusses the nature of problem solving; the problem-solving elements of discovery, motivation, practical learning situations and flexibility which are inherent in programming; capabilities of computer…

Perceived Problem Solving, Stress, and Health among College Students

ERIC Educational Resources Information Center

Largo-Wight, Erin; Peterson, P. Michael; Chen, W. William

2005-01-01

Objective: To study the relationships among perceived problem solving, stress, and physical health. Methods: The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college…

THE CURRENT STATUS OF RESEARCH AND THEORY IN HUMAN PROBLEM SOLVING.

ERIC Educational Resources Information Center

DAVIS, GARY A.

PROBLEM-SOLVING THEORIES IN THREE AREAS - TRADITIONAL (STIMULUS-RESPONSE) LEARNING, COGNITIVE-GESTALT APPROACHES, AND COMPUTER AND MATHEMATICAL MODELS - WERE SUMMARIZED. RECENT EMPIRICAL STUDIES (1960-65) ON PROBLEM SOLVING WERE CATEGORIZED ACCORDING TO TYPE OF BEHAVIOR ELICITED BY PARTICULAR PROBLEM-SOLVING TASKS. ANAGRAM,…

Developing Creativity through Collaborative Problem Solving

ERIC Educational Resources Information Center

Albert, Lillie R.; Kim, Rina

2013-01-01

This paper discusses an alternative approach for developing problem solving experiences for students. The major argument is that students can develop their creativity by engaging in collaborative problem solving activities in which they apply a variety of mathematical methods creatively to solve problems. The argument is supported by: considering…

The effects of expected reward on creative problem solving.

PubMed

Cristofori, Irene; Salvi, Carola; Beeman, Mark; Grafman, Jordan

2018-06-12

Creative problem solving involves search processes, and it is known to be hard to motivate. Reward cues have been found to enhance performance across a range of tasks, even when cues are presented subliminally, without being consciously detected. It is uncertain whether motivational processes, such as reward, can influence problem solving. We tested the effect of supraliminal and subliminal reward on participant performance on problem solving that can be solved by deliberate analysis or by insight. Forty-one participants attempted to solve 100 compound remote associate problems. At the beginning of each problem, a potential reward cue (1 or 25 cents) was displayed, either subliminally (17 ms) or supraliminally (100 ms). Participants earned the displayed reward if they solved the problem correctly. Results showed that the higher subliminal reward increased the percentage of problems solved correctly overall. Second, we explored if subliminal rewards preferentially influenced solutions that were achieved via a sudden insight (mostly processed below awareness) or via a deliberate analysis. Participants solved more problems via insight following high subliminal reward when compared with low subliminal reward, and compared with high supraliminal reward, with no corresponding effect on analytic solving. Striatal dopamine (DA) is thought to influence motivation, reinforce behavior, and facilitate cognition. We speculate that subliminal rewards activate the striatal DA system, enhancing the kinds of automatic integrative processes that lead to more creative strategies for problem solving, without increasing the selectivity of attention, which could impede insight.

Find the Dimensions: Students Solving a Tiling Problem

ERIC Educational Resources Information Center

Obara, Samuel

2018-01-01

Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. This paper discusses how problem-solving skills can be fostered with a geometric tiling problem.

Effects of performance feedback and coaching on the problem-solving process: Improving the integrity of implementation and enhancing student outcomes

NASA Astrophysics Data System (ADS)

Lundahl, Allison A.

Schools implementing Response to Intervention (RtI) procedures frequently engage in team problem-solving processes to address the needs of students who require intensive and individualized services. Because the effectiveness of the problem-solving process will impact the overall success of RtI systems, the present study was designed to learn more about how to strengthen the integrity of the problem-solving process. Research suggests that school districts must ensure high quality training and ongoing support to enhance the effectiveness, acceptability, and sustainability of the problem-solving process within an RtI model; however, there is a dearth of research examining the effectiveness of methods to provide this training and support. Consequently, this study investigated the effects of performance feedback and coaching strategies on the integrity with which teams of educators conducted the problem-solving process in schools. In addition, the relationships between problem-solving integrity, teacher acceptability, and student outcomes were examined. Results suggested that the performance feedback increased problem-solving procedural integrity across two of the three participating schools. Conclusions about the effectiveness of the (a) coaching intervention and (b) interventions implemented in the third school were inconclusive. Regression analyses indicated that the integrity with which the teams conducted the problem-solving process was a significant predictor of student outcomes. However, the relationship between problem-solving procedural integrity and teacher acceptability was not statistically significant.

The Missing Curriculum in Physics Problem-Solving Education

NASA Astrophysics Data System (ADS)

Williams, Mobolaji

2018-05-01

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.

Manage Your Life Online (MYLO): a pilot trial of a conversational computer-based intervention for problem solving in a student sample.

PubMed

Gaffney, Hannah; Mansell, Warren; Edwards, Rachel; Wright, Jason

2014-11-01

Computerized self-help that has an interactive, conversational format holds several advantages, such as flexibility across presenting problems and ease of use. We designed a new program called MYLO that utilizes the principles of METHOD of Levels (MOL) therapy--based upon Perceptual Control Theory (PCT). We tested the efficacy of MYLO, tested whether the psychological change mechanisms described by PCT mediated its efficacy, and evaluated effects of client expectancy. Forty-eight student participants were randomly assigned to MYLO or a comparison program ELIZA. Participants discussed a problem they were currently experiencing with their assigned program and completed measures of distress, resolution and expectancy preintervention, postintervention and at 2-week follow-up. MYLO and ELIZA were associated with reductions in distress, depression, anxiety and stress. MYLO was considered more helpful and led to greater problem resolution. The psychological change processes predicted higher ratings of MYLO's helpfulness and reductions in distress. Positive expectancies towards computer-based problem solving correlated with MYLO's perceived helpfulness and greater problem resolution, and this was partly mediated by the psychological change processes identified. The findings provide provisional support for the acceptability of the MYLO program in a non-clinical sample although its efficacy as an innovative computer-based aid to problem solving remains unclear. Nevertheless, the findings provide tentative early support for the mechanisms of psychological change identified within PCT and highlight the importance of client expectations on predicting engagement in computer-based self-help.

Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

PubMed Central

Crooks, Noelle M.; Alibali, Martha W.

2013-01-01

This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the equations. PMID:24324454

Mining the preferences of patients for ubiquitous clinic recommendation.

PubMed

Chen, Tin-Chih Toly; Chiu, Min-Chi

2018-03-06

A challenge facing all ubiquitous clinic recommendation systems is that patients often have difficulty articulating their requirements. To overcome this problem, a ubiquitous clinic recommendation mechanism was designed in this study by mining the clinic preferences of patients. Their preferences were defined using the weights in the ubiquitous clinic recommendation mechanism. An integer nonlinear programming problem was solved to tune the values of the weights on a rolling basis. In addition, since it may take a long time to adjust the values of weights to their asymptotic values, the back propagation network (BPN)-response surface method (RSM) method is applied to estimate the asymptotic values of weights. The proposed methodology was tested in a regional study. Experimental results indicated that the ubiquitous clinic recommendation system outperformed several existing methods in improving the successful recommendation rate.

Personal and parental problem drinking: effects on problem-solving performance and self-appraisal.

PubMed

Slavkin, S L; Heimberg, R G; Winning, C D; McCaffrey, R J

1992-01-01

This study examined the problem-solving performances and self-appraisals of problem-solving ability of college-age subjects with and without parental history of problem drinking. Contrary to our predictions, children of problem drinkers (COPDs) were rated as somewhat more effective in their problem-solving skills than non-COPDs, undermining prevailing assumptions about offspring from alcoholic households. While this difference was not large and was qualified by other variables, subjects' own alcohol abuse did exert a detrimental effect on problem-solving performance, regardless of parental history of problem drinking. However, a different pattern was evident for problem-solving self-appraisals. Alcohol-abusing non-COPDs saw themselves as effective problem-solvers while alcohol-abusing COPDs appraised themselves as poor problem-solvers. In addition, the self-appraisals of alcohol-abusing COPDs were consistent with objective ratings of solution effectiveness (i.e., they were both negative) while alcohol-abusing non-COPDs were overly positive in their appraisals, opposing the judgments of trained raters. This finding suggests that the relationship between personal alcohol abuse and self-appraised problem-solving abilities may differ as a function of parental history of problem drinking. Limitations on the generalizability of findings are addressed.

Communicating Bad News to Patients

PubMed Central

Premi, J. N.

1981-01-01

This article reviews the literature on doctor/patient communication, emphasizing the communication of bad news. Available information supports the view that patients want more information than they generally receive and that, contrary to popular belief, patients who are better informed benefit from the information they receive. Physicians are seen as taking a less professional approach to communication activities than to clinical problem solving. Some strategies for approaching the problems identified are outlined. PMID:11650449

Behavioral Marital Bibliotherapy: An Initial Investigation of Therapeutic Efficacy.

ERIC Educational Resources Information Center

Bornstein, Philip H.; And Others

1984-01-01

Reports an attempt to validate a self-help behavioral marital bibliotherapy program. Evaluated five clinical distressed couples via a multiple baseline analysis. Treatment involved reading and exercises covering communications, problem solving, and sexual dysfunction. Results were highly variable and reflected minimal change. (BH)

The Therapeutic Stage Encounters the Virtual World

ERIC Educational Resources Information Center

Imholz, Susan

2008-01-01

Clinical research in expressive therapies, psychodrama in particular, offer education researchers and software designers descriptive analyses and evidence-based impact studies on attitudinal shifts and enhanced problem solving abilities for patients and students who participate in psychodrama role-play. Gaming environments and virtual worlds that…

Curing Student Underachievement: Clinical Practice for School Leaders

ERIC Educational Resources Information Center

Esbrandt, Philip; Hayes, Bruce

2011-01-01

"Cure Student Underachievement" is the culmination of the authors' research, practice, and experience as principals, superintendents, graduate professors, and consultants in efforts to improve school performance and increase student achievement. Searching for the real causes of underperformance, the authors explored problem-solving strategies in…

Favorite Demonstrations: A Macroscopic Demonstration of a Microscopic Phenomenon.

ERIC Educational Resources Information Center

Mellen, John W.

1988-01-01

Finding ways to demonstrate microscopic phenomena and contending with life science students' lack of interest in physical principles are two problems in laboratory courses. Describes a clinical laboratory test for parasite infection that can be used to effectively solve both of them. (RT)

Predictors of response to Systems Training for Emotional Predictability and Problem Solving (STEPPS) for borderline personality disorder: an exploratory study.

PubMed

Black, D W; Allen, J; St John, D; Pfohl, B; McCormick, B; Blum, N

2009-07-01

Few predictors of treatment outcome or early discontinuation have been identified in persons with borderline personality disorder (BPD). The aim of the study was to examine the relationship between baseline clinical variables and treatment response and early discontinuation in a randomized controlled trial of System Training for Emotional Predictability and Problem Solving, a new cognitive group treatment. Improvement was rated using the Zanarini Rating Scale for BPD, the Clinical Global Impression Scale, the Global Assessment Scale and the Beck Depression Inventory. Subjects were assessed during the 20 week trial and a 1-year follow-up. Higher baseline severity was associated with greater improvement in global functioning and BPD-related symptoms. Higher impulsivity was predictive of early discontinuation. Optimal improvement was associated with attending > or = 15 sessions. Subjects likely to improve have the more severe BPD symptoms at baseline, while high levels of impulsivity are associated with early discontinuation.

Social problem-solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients.

PubMed

D'Zurilla, T J; Chang, E C; Nottingham, E J; Faccini, L

1998-12-01

The Social Problem-Solving Inventory-Revised was used to examine the relations between problem-solving abilities and hopelessness, depression, and suicidal risk in three different samples: undergraduate college students, general psychiatric inpatients, and suicidal psychiatric inpatients. A similar pattern of results was found in both college students and psychiatric patients: a negative problem orientation was most highly correlated with all three criterion variables, followed by either a positive problem orientation or an avoidance problem-solving style. Rational problem-solving skills emerged as an important predictor variable in the suicidal psychiatric sample. Support was found for a prediction model of suicidal risk that includes problem-solving deficits and hopelessness, with partial support being found for including depression in the model as well.

Technology needs for the development of the accommodative intraocular lens

NASA Astrophysics Data System (ADS)

Nishi, Okihiro

2010-02-01

Refilling the lens capsule while preserving capsular integrity offers the potential to restore ocular accommodation. There are two persisting problems in capsular bag refilling for possible clinical application: Leakage of the injectable material through the capsular opening and capsular opacification. Numerous attempts for solving these cardinal problems have not been proven to be clinically applicable. Recently, we developed a novel capsular bag refilling procedure using a novel accommodative intraocular lens that serves as an optic as well as a plug for sealing the capsular opening. The procedure and the results of monkey experiments will be presented.

An Exploration of Strategies Used by Students To Solve Problems with Multiple Ways of Solution.

ERIC Educational Resources Information Center

Santos-Trigo, Manuel

1996-01-01

Describes a study that provides information about the extent to which students actually use their mathematical resources and strategies to solve problems. Interviews were used to analyze the problem solving abilities of high school students (N=35) as they solved five problems. (DDR)

Surveying Graduate Students' Attitudes and Approaches to Problem Solving

ERIC Educational Resources Information Center

Mason, Andrew; Singh, Chandralekha

2010-01-01

Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding the Attitudes toward Problem Solving survey of Marx and Cummings and administered it to physics graduate…

Facilitating Case Reuse during Problem Solving in Algebra-Based Physics

ERIC Educational Resources Information Center

Mateycik, Frances Ann

2010-01-01

This research project investigates students' development of problem solving schemata while using strategies that facilitate the process of using solved examples to assist with a new problem (case reuse). Focus group learning interviews were used to explore students' perceptions and understanding of several problem solving strategies. Individual…

Problem Solving. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2004-01-01

No longer solely the domain of Mathematics, problem solving permeates every area of today's curricula. Ideally students are applying heuristics strategies in varied contexts and novel situations in every subject taught. The ability to solve problems is a basic life skill and is essential to understanding technical subjects. Problem-solving is a…

Solving Complex Problems: A Convergent Approach to Cognitive Load Measurement

ERIC Educational Resources Information Center

Zheng, Robert; Cook, Anne

2012-01-01

The study challenged the current practices in cognitive load measurement involving complex problem solving by manipulating the presence of pictures in multiple rule-based problem-solving situations and examining the cognitive load resulting from both off-line and online measures associated with complex problem solving. Forty-eight participants…

LEGO Robotics: An Authentic Problem Solving Tool?

ERIC Educational Resources Information Center

Castledine, Alanah-Rei; Chalmers, Chris

2011-01-01

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

Enhancing Students' Problem-Solving Skills through Context-Based Learning

ERIC Educational Resources Information Center

Yu, Kuang-Chao; Fan, Szu-Chun; Lin, Kuen-Yi

2015-01-01

Problem solving is often challenging for students because they do not understand the problem-solving process (PSP). This study presents a three-stage, context-based, problem-solving, learning activity that involves watching detective films, constructing a context-simulation activity, and introducing a project design to enable students to construct…

Preschoolers' Cooperative Problem Solving: Integrating Play and Problem Solving

ERIC Educational Resources Information Center

Ramani, Geetha B.; Brownell, Celia A.

2014-01-01

Cooperative problem solving with peers plays a central role in promoting children's cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are…

Kindergarten Students Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Johnson, Nickey Owen

2013-01-01

The purpose of this study was to explore problem solving with kindergarten students. This line of inquiry is highly significant given that Common Core State Standards emphasize deep, conceptual understanding in mathematics as well as problem solving in kindergarten. However, there is little research on problem solving with kindergarten students.…

Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry

ERIC Educational Resources Information Center

Lopez, Enrique J.; Shavelson, Richard J.; Nandagopal, Kiruthiga; Szu, Evan; Penn, John

2014-01-01

Problem solving is a highly valued skill in chemistry. Courses within this discipline place a substantial emphasis on problem-solving performance and tend to weigh such performance heavily in assessments of learning. Researchers have dedicated considerable effort investigating individual factors that influence problem-solving performance. The…

The Role of Expository Writing in Mathematical Problem Solving

ERIC Educational Resources Information Center

Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

Problem Solving Self-Appraisal and Coping Efforts in Distressed and Nondistressed Couples.

ERIC Educational Resources Information Center

Sabourin, Stephane; And Others

1990-01-01

Investigated relationship between problem-solving self-appraisal, specific coping efforts, and marital distress in 75 couples. Findings showed less problem-solving confidence, tendency to avoid different problem-solving activities, and poor strategies to control behavior in distressed spouses. Three coping efforts--optimistic comparisons,…

How Students Circumvent Problem-Solving Strategies that Require Greater Cognitive Complexity.

ERIC Educational Resources Information Center

Niaz, Mansoor

1996-01-01

Analyzes the great diversity in problem-solving strategies used by students in solving a chemistry problem and discusses the relationship between these variables and different cognitive variables. Concludes that students try to circumvent certain problem-solving strategies by adapting flexible and stylistic innovations that render the cognitive…

Bioethics of Clinical Applications of Stem Cells.

PubMed

Petrini, Carlo

2017-04-12

The clinical applications of stem cells pose a multitude of problems, including safety, efficacy, information and consent, the right to unproven treatments, the "right to try", costs, access, sustainability, scientific scrupulousness, patents and regulatory aspects, to name but a few. This article does not address individual issues, but rather introduces and discusses some of the possible approaches to solving the problems. The first part compares the consequentialist and deontological approaches, offering an overview of "top-down" and "bottom-up" models and proposing the principles of personalism as applied in clinical settings. The second part of the article suggests practical frameworks for organising the ethical issues, focusing in particular on the medical indications, patient preferences, quality of life, and contextual features.

3 Tesla breast MR imaging as a problem-solving tool: Diagnostic performance and incidental lesions

PubMed Central

Spick, Claudio; Szolar, Dieter H. M.; Preidler, Klaus W.; Reittner, Pia; Rauch, Katharina; Brader, Peter; Tillich, Manfred

2018-01-01

Purpose To investigate the diagnostic performance and incidental lesion yield of 3T breast MRI if used as a problem-solving tool. Methods This retrospective, IRB-approved, cross-sectional, single-center study comprised 302 consecutive women (mean: 50±12 years; range: 20–79 years) who were undergoing 3T breast MRI between 03/2013-12/2014 for further workup of conventional and clinical breast findings. Images were read by experienced, board-certified radiologists. The reference standard was histopathology or follow-up ≥ two years. Sensitivity, specificity, PPV, and NPV were calculated. Results were stratified by conventional and clinical breast findings. Results The reference standard revealed 53 true-positive, 243 true-negative, 20 false-positive, and two false-negative breast MRI findings, resulting in a sensitivity, specificity, PPV, and NPV of 96.4% (53/55), 92.4% (243/263), 72.6% (53/73), and 99.2% (243/245), respectively. In 5.3% (16/302) of all patients, incidental MRI lesions classified BI-RADS 3–5 were detected, 37.5% (6/16) of which were malignant. Breast composition and the imaging findings that had led to referral had no significant influence on the diagnostic performance of breast MR imaging (p>0.05). Conclusion 3T breast MRI yields excellent diagnostic results if used as a problem-solving tool independent of referral reasons. The number of suspicious incidental lesions detected by MRI is low, but is associated with a substantial malignancy rate. PMID:29293582

Effect of Tutorial Giving on The Topic of Special Theory of Relativity in Modern Physics Course Towards Students’ Problem-Solving Ability

NASA Astrophysics Data System (ADS)

Hartatiek; Yudyanto; Haryoto, Dwi

2017-05-01

A Special Theory of Relativity handbook has been successfully arranged to guide students tutorial activity in the Modern Physics course. The low of students’ problem-solving ability was overcome by giving the tutorial in addition to the lecture class. It was done due to the limited time in the class during the course to have students do some exercises for their problem-solving ability. The explicit problem-solving based tutorial handbook was written by emphasizing to this 5 problem-solving strategies: (1) focus on the problem, (2) picture the physical facts, (3) plan the solution, (4) solve the problem, and (5) check the result. This research and development (R&D) consisted of 3 main steps: (1) preliminary study, (2) draft I. product development, and (3) product validation. The developed draft product was validated by experts to measure the feasibility of the material and predict the effect of the tutorial giving by means of questionnaires with scale 1 to 4. The students problem-solving ability in Special Theory of Relativity showed very good qualification. It implied that the tutorial giving with the help of tutorial handbook increased students problem-solving ability. The empirical test revealed that the developed handbook was significantly affected in improving students’ mastery concept and problem-solving ability. Both students’ mastery concept and problem-solving ability were in middle category with gain of 0.31 and 0.41, respectively.

Assertiveness and problem solving in midwives.

PubMed

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say "no" when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

Journey into Problem Solving: A Gift from Polya

ERIC Educational Resources Information Center

Lederman, Eric

2009-01-01

In "How to Solve It", accomplished mathematician and skilled communicator George Polya describes a four-step universal solving technique designed to help students develop mathematical problem-solving skills. By providing a glimpse at the grace with which experts solve problems, Polya provides definable methods that are not exclusive to…

Association Between Anticipatory Grief and Problem Solving Among Family Caregivers of Persons with Cognitive Impairment

PubMed Central

Fowler, Nicole R.; Hansen, Alexandra S.; Barnato, Amber E.; Garand, Linda

2013-01-01

Objective Measure perceived involvement in medical decision making and determine if anticipatory grief is associated with problem solving among family caregivers of older adults with cognitive impairment. Method Retrospective analysis of baseline data from a caregiver intervention (n=73). Multivariable regression models testing the association between caregivers’ anticipatory grief, measured by the Anticipatory Grief Scale (AGS), with problem solving abilities, measured by the Social Problem Solving Inventory – Revised: Short Form (SPSI-R: S). Results 47/73 (64%) of caregivers reported involvement in medical decision making. Mean AGS was 70.1 (± 14.8) and mean SPSI-R:S was 107.2 (± 11.6). Higher AGS scores were associated with lower positive problem orientation (P=0.041) and higher negative problem orientation scores (P=0.001) but not other components of problem solving- rational problem solving, avoidance style, and impulsivity/carelessness style. Discussion Higher anticipatory grief among family caregivers impaired problem solving, which could have negative consequences for their medical decision making responsibilities. PMID:23428394

Analysis of students’ creative thinking level in problem solving based on national council of teachers of mathematics

NASA Astrophysics Data System (ADS)

Hobri; Suharto; Rifqi Naja, Ahmad

2018-04-01

This research aims to determine students’ creative thinking level in problem solving based on NCTM in function subject. The research type is descriptive with qualitative approach. Data collection methods which were used are test and interview. Creative thinking level in problem solving based on NCTM indicators consists of (1) Make mathematical model from a contextual problem and solve the problem, (2) Solve problem using various possible alternatives, (3) Find new alternative(s) to solve the problem, (4) Determine the most efficient and effective alternative for that problem, (5) Review and correct mistake(s) on the process of problem solving. Result of the research showed that 10 students categorized in very satisfying level, 23 students categorized in satisfying level and 1 students categorized in less satisfying level. Students in very satisfying level meet all indicators, students in satisfying level meet first, second, fourth, and fifth indicator, while students in less satisfying level only meet first and fifth indicator.

Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning.

PubMed

Koivisto, Jaana-Maija; Multisilta, Jari; Niemi, Hannele; Katajisto, Jouko; Eriksson, Elina

2016-10-01

Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning. To investigate nursing students' experiences of learning clinical reasoning process by playing a 3D simulation game. Cross-sectional descriptive study. Thirteen gaming sessions at two universities of applied sciences in Finland. The prototype of the simulation game used in this study was single-player in format. The game mechanics were built around the clinical reasoning process. Nursing students from the surgical nursing course of autumn 2014 (N=166). Data were collected by means of an online questionnaire. In terms of the clinical reasoning process, students learned how to take action and collect information but were less successful in learning to establish goals for patient care or to evaluate the effectiveness of interventions. Learning of the different phases of clinical reasoning process was strongly positively correlated. The students described that they learned mainly to apply theoretical knowledge while playing. The results show that those who played digital games daily or occasionally felt that they learned clinical reasoning by playing the game more than those who did not play at all. Nursing students' experiences of learning the clinical reasoning process by playing a 3D simulation game showed that such games can be used successfully for learning. To ensure that students follow a systematic approach, the game mechanics need to be built around the clinical reasoning process. Copyright © 2016 Elsevier Ltd. All rights reserved.

Analysing student written solutions to investigate if problem-solving processes are evident throughout

NASA Astrophysics Data System (ADS)

Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

2016-07-01

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.

[Research on non-rigid registration of multi-modal medical image based on Demons algorithm].

PubMed

Hao, Peibo; Chen, Zhen; Jiang, Shaofeng; Wang, Yang

2014-02-01

Non-rigid medical image registration is a popular subject in the research areas of the medical image and has an important clinical value. In this paper we put forward an improved algorithm of Demons, together with the conservation of gray model and local structure tensor conservation model, to construct a new energy function processing multi-modal registration problem. We then applied the L-BFGS algorithm to optimize the energy function and solve complex three-dimensional data optimization problem. And finally we used the multi-scale hierarchical refinement ideas to solve large deformation registration. The experimental results showed that the proposed algorithm for large de formation and multi-modal three-dimensional medical image registration had good effects.

Telephone-delivered problem-solving training after mild traumatic brain injury: Qualitative analysis of service members' perceptions.

PubMed

Brockway, Jo Ann; St De Lore, Jef; Fann, Jesse R; Hart, Tessa; Hurst, Samantha; Fey-Hinckley, Sara; Savage, Jocelyn; Warren, Michael; Bell, Kathleen R

2016-08-01

The purpose of this study was to identify the specific reasons for service members' satisfaction or dissatisfaction with problem-solving training (PST), telephone delivery, and other aspects of a telephone-delivered PST intervention in order to determine what might enhance this approach for future clinical use. Standard qualitative methods were employed, using a "process" coding strategy to explore the conceptual perceptions of the intervention experience as suggested by the data recorded from final telephone interviews of 80 service members who participated in a randomized controlled trial evaluating the efficacy of telephone-delivered PST after having sustained concussions or mild traumatic brain injuries during recent (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effect of DECIDE (Decision-making Education for Choices In Diabetes Everyday) Program Delivery Modalities on Clinical and Behavioral Outcomes in Urban African Americans With Type 2 Diabetes: A Randomized Trial.

PubMed

Fitzpatrick, Stephanie L; Golden, Sherita Hill; Stewart, Kerry; Sutherland, June; DeGross, Sharie; Brown, Tina; Wang, Nae-Yuh; Allen, Jerilyn; Cooper, Lisa A; Hill-Briggs, Felicia

2016-12-01

To compare the effectiveness of three delivery modalities of Decision-making Education for Choices In Diabetes Everyday (DECIDE), a nine-module, literacy-adapted diabetes and cardiovascular disease (CVD) education and problem-solving training, compared with an enhanced usual care (UC), on clinical and behavioral outcomes among urban African Americans with type 2 diabetes. Eligible participants (n = 182) had a suboptimal CVD risk factor profile (A1C, blood pressure, and/or lipids). Participants were randomized to DECIDE Self-Study (n = 46), DECIDE Individual (n = 45), DECIDE Group (n = 46), or Enhanced UC (n = 45). Intervention duration was 18-20 weeks. Outcomes were A1C, blood pressure, lipids, problem-solving, disease knowledge, and self-care activities, all measured at baseline, 1 week, and 6 months after completion of the intervention. DECIDE modalities and Enhanced UC did not significantly differ in clinical outcomes at 6 months postintervention. In participants with A1C ≥7.5% (58 mmol/mol) at baseline, A1C declined in each DECIDE modality at 1 week postintervention (P < 0.05) and only in Self-Study at 6 months postintervention (b = -0.24, P < 0.05). There was significant reduction in systolic blood pressure in Self-Study (b = -4.04) and Group (b = -3.59) at 6 months postintervention. Self-Study, Individual, and Enhanced UC had significant declines in LDL and Self-Study had an increase in HDL (b = 1.76, P < 0.05) at 6 months postintervention. Self-Study and Individual had a higher increase in knowledge than Enhanced UC (P < 0.05), and all arms improved in problem-solving (P < 0.01) at 6 months postintervention. DECIDE modalities showed benefits after intervention. Self-Study demonstrated robust improvements across clinical and behavioral outcomes, suggesting program suitability for broader dissemination to populations with similar educational and literacy levels. © 2016 by the American Diabetes Association.

Requisite for Honing the Problem Solving Skill of Early Adolescents in the Digital Era

ERIC Educational Resources Information Center

Sumitha, S.; Jose, Rexlin

2016-01-01

Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their…

How To Solve Problems. For Success in Freshman Physics, Engineering, and Beyond. Third Edition.

ERIC Educational Resources Information Center

Scarl, Donald

To expertly solve engineering and science problems one needs to know science and engineering as well as have a tool kit of problem-solving methods. This book is about problem-solving methods: it presents the methods professional problem solvers use, explains why these methods have evolved, and shows how a student can make these methods his/her…

Cognitive Backgrounds of Problem Solving: A Comparison of Open-Ended vs. Closed Mathematics Problems

ERIC Educational Resources Information Center

Bahar, Abdulkadir; Maker, C. June

2015-01-01

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of elementary…

Moving your eyes to solution: effects of movements on the perception of a problem-solving task.

PubMed

Werner, K; Raab, M

2014-01-01

There is ample evidence suggesting a bidirectional connection between bodily movements and cognitive processes, such as problem solving. Current research suggests that previous movements can influence the problem-solving process, but it is unclear what phase of this process is affected. Therefore, we investigated participants' gaze behaviour in the first phase of arithmetic problem solving with two groups (plus group, minus group) to explore a spatial bias toward the left or the right while perceiving a problem-solving task (the water-jar problem) after two different movements-that is, for the plus group, sorting marbles from two outer bowls into one in the middle, and for the minus group, sorting marbles from the middle bowl to the outer ones. We showed a right shift of spatial bias for the plus and to the left for the minus group in the perception and problem tasks. Although movements affected gaze, the groups did not differ in their overall problem-solving strategies; however, the first correct solutions did differ. This study provides further evidence of sensorimotor effects on problem solving and spatial bias and offers insight into how a two-phase problem-solving process is guided by sensorimotor information.

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

Diagrams benefit symbolic problem-solving.

PubMed

Chu, Junyi; Rittle-Johnson, Bethany; Fyfe, Emily R

2017-06-01

The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success. We also examined the influence of item- and student-level factors to test the robustness of the diagram effect. We worked with 61 seventh-grade students who had received 2 months of pre-algebra instruction. Students participated in an experimenter-led classroom session. Using a within-subjects design, students solved algebra problems in two matched formats (equation and equation-with-diagram). The presence of diagrams increased equation-solving accuracy and the use of informal strategies. This diagram benefit was independent of student ability and item complexity. The benefits of diagrams found previously for story problems generalized to symbolic problems. The findings are consistent with cognitive models of problem-solving and suggest that diagrams may be a useful additional representation of symbolic problems. © 2017 The British Psychological Society.

Decomposing intuitive components in a conceptual problem solving task.

PubMed

Reber, Rolf; Ruch-Monachon, Marie-Antoinette; Perrig, Walter J

2007-06-01

Research into intuitive problem solving has shown that objective closeness of participants' hypotheses were closer to the accurate solution than their subjective ratings of closeness. After separating conceptually intuitive problem solving from the solutions of rational incremental tasks and of sudden insight tasks, we replicated this finding by using more precise measures in a conceptual problem-solving task. In a second study, we distinguished performance level, processing style, implicit knowledge and subjective feeling of closeness to the solution within the problem-solving task and examined the relationships of these different components with measures of intelligence and personality. Verbal intelligence correlated with performance level in problem solving, but not with processing style and implicit knowledge. Faith in intuition, openness to experience, and conscientiousness correlated with processing style, but not with implicit knowledge. These findings suggest that one needs to decompose processing style and intuitive components in problem solving to make predictions on effects of intelligence and personality measures.

Self-Affirmation Improves Problem-Solving under Stress

PubMed Central

Creswell, J. David; Dutcher, Janine M.; Klein, William M. P.; Harris, Peter R.; Levine, John M.

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings. PMID:23658751

The effects of monitoring environment on problem-solving performance.

PubMed

Laird, Brian K; Bailey, Charles D; Hester, Kim

2018-01-01

While effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment's effects on an individual's propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes-no monitoring, human monitoring, and electronic monitoring-114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.

The Relationship between Functional Status and Judgment/Problem Solving Among Individuals with Dementia

PubMed Central

Mayo, Ann M.; Wallhagen, Margaret; Cooper, Bruce A.; Mehta, Kala; Ross, Leslie; Miller, Bruce

2012-01-01

Objective To determine the relationship between functional status (independent activities of daily living) and judgment/problem solving and the extent to which select demographic characteristics such as dementia subtype and cognitive measures may moderate that relationship in older adult individuals with dementia. Methods The National Alzheimer’s Coordinating Center Universal Data Set was accessed for a study sample of 3,855 individuals diagnosed with dementia. Primary variables included functional status, judgment/problem solving, and cognition. Results Functional status was related to judgment/problem solving (r= 0.66; p< .0005). Functional status and cognition jointly predicted 56% of the variance in judgment/problem solving (R-squared = .56, p <.0005). As cognition decreases, the prediction of poorer judgment/problem solving by functional status became stronger. Conclusions Among individuals with a diagnosis of dementia, declining functional status as well as declining cognition should raise concerns about judgment/problem solving. PMID:22786576

The semantic system is involved in mathematical problem solving.

PubMed

Zhou, Xinlin; Li, Mengyi; Li, Leinian; Zhang, Yiyun; Cui, Jiaxin; Liu, Jie; Chen, Chuansheng

2018-02-01

Numerous studies have shown that the brain regions around bilateral intraparietal cortex are critical for number processing and arithmetical computation. However, the neural circuits for more advanced mathematics such as mathematical problem solving (with little routine arithmetical computation) remain unclear. Using functional magnetic resonance imaging (fMRI), this study (N = 24 undergraduate students) compared neural bases of mathematical problem solving (i.e., number series completion, mathematical word problem solving, and geometric problem solving) and arithmetical computation. Direct subject- and item-wise comparisons revealed that mathematical problem solving typically had greater activation than arithmetical computation in all 7 regions of the semantic system (which was based on a meta-analysis of 120 functional neuroimaging studies on semantic processing). Arithmetical computation typically had greater activation in the supplementary motor area and left precentral gyrus. The results suggest that the semantic system in the brain supports mathematical problem solving. Copyright © 2017 Elsevier Inc. All rights reserved.

Self-affirmation improves problem-solving under stress.

PubMed

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

Optimal matching for prostate brachytherapy seed localization with dimension reduction.

PubMed

Lee, Junghoon; Labat, Christian; Jain, Ameet K; Song, Danny Y; Burdette, Everette C; Fichtinger, Gabor; Prince, Jerry L

2009-01-01

In prostate brachytherapy, x-ray fluoroscopy has been used for intra-operative dosimetry to provide qualitative assessment of implant quality. More recent developments have made possible 3D localization of the implanted radioactive seeds. This is usually modeled as an assignment problem and solved by resolving the correspondence of seeds. It is, however, NP-hard, and the problem is even harder in practice due to the significant number of hidden seeds. In this paper, we propose an algorithm that can find an optimal solution from multiple projection images with hidden seeds. It solves an equivalent problem with reduced dimensional complexity, thus allowing us to find an optimal solution in polynomial time. Simulation results show the robustness of the algorithm. It was validated on 5 phantom and 18 patient datasets, successfully localizing the seeds with detection rate of > or = 97.6% and reconstruction error of < or = 1.2 mm. This is considered to be clinically excellent performance.

On the Analysis of Two-Person Problem Solving Protocols.

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

Methodological issues in the use of protocol analysis for research into human problem solving processes are examined through a case study in which two students were videotaped as they worked together to solve mathematical problems "out loud." The students' chosen strategic or executive behavior in examining and solving a problem was…

The Development and Nature of Problem-Solving among First-Semester Calculus Students

ERIC Educational Resources Information Center

Dawkins, Paul Christian; Epperson, James A. Mendoza

2014-01-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate…

Students' Dilemmas in Reaction Stoichiometry Problem Solving: Deducing the Limiting Reagent in Chemical Reactions

ERIC Educational Resources Information Center

Chandrasegaran, A. L.; Treagust, David F.; Waldrip, Bruce G.; Chandrasegaran, Antonia

2009-01-01

A qualitative case study was conducted to investigate the understanding of the limiting reagent concept and the strategies used by five Year 11 students when solving four reaction stoichiometry problems. Students' written problem-solving strategies were studied using the think-aloud protocol during problem-solving, and retrospective verbalisations…

Socially Shared Metacognition of Dyads of Pupils in Collaborative Mathematical Problem-Solving Processes

ERIC Educational Resources Information Center

Iiskala, Tuike; Vauras, Marja; Lehtinen, Erno; Salonen, Pekka

2011-01-01

This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of…

Problem Solving in the School Curriculum from a Design Perspective

ERIC Educational Resources Information Center

Toh, Tin Lam; Leong, Yew Hoong; Dindyal, Jaguthsing; Quek, Khiok Seng

2010-01-01

In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: "Crafting instruction that would make a wide range of problem-solving strategies…

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

ERIC Educational Resources Information Center

Lorenzo, Mercedes

2005-01-01

Problem-solving is one of the main goals in science teaching and is something many students find difficult. This research reports on the development, implementation and evaluation of a problem-solving heuristic. This heuristic intends to help students to understand the steps involved in problem solving (metacognitive tool), and to provide them…

Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

ERIC Educational Resources Information Center

Cormas, Peter C.

2016-01-01

Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

Internet Computer Coaches for Introductory Physics Problem Solving

ERIC Educational Resources Information Center

Xu Ryan, Qing

2013-01-01

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the…

An Examination of the Personality Constructs Underlying Dimensions of Creative Problem-Solving Style

ERIC Educational Resources Information Center

Isaksen, Scott G.; Kaufmann, Astrid H.; Bakken, Bjørn T.

2016-01-01

This study investigated the personality facets that underpin the construct of problem-solving style, particularly when approaching more creative kinds of problem-solving. Cattell's Sixteen Personality Factors Questionnaire and VIEW--An Assessment of Problem Solving Style were administered to 165 students from the Norwegian Business School. We…

Teaching Social Problem Solving to Individuals with Mental Retardation

ERIC Educational Resources Information Center

Crites, Steven A.; Dunn, Caroline

2004-01-01

The purpose of this study was to determine effectiveness of a problem-solving curriculum for transition-age students with mental retardation. The interactive training program Solving Your Problems (Browning, n.d.) was used to teach a five-step process for solving problems. Results indicate participants in the training group were able to use the…

The Microcomputer--A Problem Solving Tool.

ERIC Educational Resources Information Center

Hoelscher, Karen J.

Designed to assist teachers in using the microcomputer as a tool to teach problem solving strategies, this document is divided into two sections: the first introduces the concept of problem solving as a thinking process, and suggests means by which a teacher can become an effective guide for the learning of problem solving skills; the second…

Working Memory Components as Predictors of Children's Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Zheng, Xinhua; Swanson, H. Lee; Marcoulides, George A.

2011-01-01

This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM,…

The Reliability and Construct Validity of Scores on the Attitudes toward Problem Solving Scale

ERIC Educational Resources Information Center

Zakaria, Effandi; Haron, Zolkepeli; Daud, Md Yusoff

2004-01-01

The Attitudes Toward Problem Solving Scale (ATPSS) has received limited attention concerning its reliability and validity with a Malaysian secondary education population. Developed by Charles, Lester & O'Daffer (1987), the instruments assessed attitudes toward problem solving in areas of Willingness to Engage in Problem Solving Activities,…

Using Digital Mapping Tool in Ill-Structured Problem Solving

ERIC Educational Resources Information Center

Bai, Hua

2013-01-01

Scaffolding students' problem solving and helping them to improve problem solving skills are critical in instructional design courses. This study investigated the effects of students' uses of a digital mapping tool on their problem solving performance in a design case study. It was found that the students who used the digital mapping tool…

Independence Pending: Teacher Behaviors Preceding Learner Problem Solving

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2017-01-01

The purposes of the present study were to identify the teacher behaviors that preceded learners' active participation in solving musical and technical problems and describe learners' roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames…

77 FR 32138 - Agency Information Collection Agencies: Proposed Collection; Comments Requested Census of Problem...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-31

... Agencies: Proposed Collection; Comments Requested Census of Problem-Solving Courts 2012 ACTION: 30-Day...-Solving Courts (CPSC), 201 2. The title of the form/collection: Census of Problem-Solving Courts or CPSC... Abstract: Problem-solving courts at all levels of government. Abstract: The Bureau of Justice Statistics...

A TAPS Interactive Multimedia Package to Solve Engineering Dynamics Problem

ERIC Educational Resources Information Center

Sidhu, S. Manjit; Selvanathan, N.

2005-01-01

Purpose: To expose engineering students to using modern technologies, such as multimedia packages, to learn, visualize and solve engineering problems, such as in mechanics dynamics. Design/methodology/approach: A multimedia problem-solving prototype package is developed to help students solve an engineering problem in a step-by-step approach. A…

Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Ge, Xun; Xie, Kui; Chen, Ching-Huei

2008-01-01

This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on…

Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

ERIC Educational Resources Information Center

Özyurt, Özcan

2015-01-01

Problem solving is an indispensable part of engineering. Improving critical thinking dispositions for solving engineering problems is one of the objectives of engineering education. In this sense, knowing critical thinking and problem solving skills of engineering students is of importance for engineering education. This study aims to determine…

Capturing Problem-Solving Processes Using Critical Rationalism

ERIC Educational Resources Information Center

Chitpin, Stephanie; Simon, Marielle

2012-01-01

The examination of problem-solving processes continues to be a current research topic in education. Knowing how to solve problems is not only a key aspect of learning mathematics but is also at the heart of cognitive theories, linguistics, artificial intelligence, and computers sciences. Problem solving is a multistep, higher-order cognitive task…

The development and evaluation of a web-based programme to support problem-solving skills following brain injury.

PubMed

Powell, Laurie Ehlhardt; Wild, Michelle R; Glang, Ann; Ibarra, Summer; Gau, Jeff M; Perez, Amanda; Albin, Richard W; O'Neil-Pirozzi, Therese M; Wade, Shari L; Keating, Tom; Saraceno, Carolyn; Slocumb, Jody

2017-10-24

Cognitive impairments following brain injury, including difficulty with problem solving, can pose significant barriers to successful community reintegration. Problem-solving strategy training is well-supported in the cognitive rehabilitation literature. However, limitations in insurance reimbursement have resulted in fewer services to train such skills to mastery and to support generalization of those skills into everyday environments. The purpose of this project was to develop and evaluate an integrated, web-based programme, ProSolv, which uses a small number of coaching sessions to support problem solving in everyday life following brain injury. We used participatory action research to guide the iterative development, usability testing, and within-subject pilot testing of the ProSolv programme. The finalized programme was then evaluated in a between-subjects group study and a non-experimental single case study. Results were mixed across studies. Participants demonstrated that it was feasible to learn and use the ProSolv programme for support in problem solving. They highly recommended the programme to others and singled out the importance of the coach. Limitations in app design were cited as a major reason for infrequent use of the app outside of coaching sessions. Results provide mixed evidence regarding the utility of web-based mobile apps, such as ProSolv to support problem solving following brain injury. Implications for Rehabilitation People with cognitive impairments following brain injury often struggle with problem solving in everyday contexts. Research supports problem solving skills training following brain injury. Assistive technology for cognition (smartphones, selected apps) offers a means of supporting problem solving for this population. This project demonstrated the feasibility of a web-based programme to address this need.

Physical activity problem-solving inventory for adolescents: Development and initial validation

USDA-ARS?s Scientific Manuscript database

Youth encounter physical activity barriers, often called problems. The purpose of problem-solving is to generate solutions to overcome the barriers. Enhancing problem-solving ability may enable youth to be more physically active. Therefore, a method for reliably assessing physical activity problem-s...

The relation between stressful life events and adjustment in elementary school children: the role of social support and social problem-solving skills.

PubMed

Dubow, E F; Tisak, J

1989-12-01

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.

A model for medical decision making and problem solving.

PubMed

Werner, M

1995-08-01

Clinicians confront the classical problem of decision making under uncertainty, but a universal procedure by which they deal with this situation, both in diagnosis and therapy, can be defined. This consists in the choice of a specific course of action from available alternatives so as to reduce uncertainty. Formal analysis evidences that the expected value of this process depends on the a priori probabilities confronted, the discriminatory power of the action chosen, and the values and costs associated with possible outcomes. Clinical problem-solving represents the construction of a systematic strategy from multiple decisional building blocks. Depending on the level of uncertainty the physicians attach to their working hypothesis, they can choose among at least four prototype strategies: pattern recognition, the hypothetico-deductive process, arborization, and exhaustion. However, the resolution of real-life problems can involve a combination of these game plans. Formal analysis of each strategy permits definition of its appropriate a priori probabilities, action characteristics, and cost implications.

The Creativity of Reflective and Impulsive Selected Students in Solving Geometric Problems

NASA Astrophysics Data System (ADS)

Shoimah, R. N.; Lukito, A.; Siswono, T. Y. E.

2018-01-01

This research purposed to describe the elementary students’ creativity with reflective and impulsive cognitive style in solving geometric problems. This research used qualitative research methods. The data was collected by written tests and task-based interviews. The subjects consisted of two 5th grade students that were measured by MFFT (Matching Familiar Figures Test). The data were analyzed based on the three main components of creativity; that is fluency, flexibility, and novelty. This results showed that subject with reflective cognitive style in solving geometric problems met all components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated more than two different ways to get problem solved, and novelty; subject generated new ideas and new ways that original and has never been used before). While subject with impulsive cognitive style in solving geometric problems met two components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated two different ways to get problem solved). Thus, it could be concluded that reflective students are more creative in solving geometric problems. The results of this research can also be used as a guideline in the future assessment of creativity based on cognitive style.

Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

NASA Astrophysics Data System (ADS)

E Siswono, T. Y.; Kohar, A. W.; Hartono, S.

2017-02-01

This study investigates secondary teachers’ belief about the three mathematics-related beliefs, i.e. nature of mathematics, teaching mathematics, learning mathematics, and knowledge about mathematical problem solving. Data were gathered through a set of task-based semi-structured interviews of three selected teachers with different philosophical views of teaching mathematics, i.e. instrumental, platonist, and problem solving. Those teachers were selected from an interview using a belief-related task from purposively selected teachers in Surabaya and Sidoarjo. While the interviews about knowledge examine teachers’ problem solving content and pedagogical knowledge, the interviews about beliefs examine their views on several cases extracted from each of such mathematics-related beliefs. Analysis included the categorization and comparison on each of beliefs and knowledge as well as their interaction. Results indicate that all the teachers did not show a high consistency in responding views of their mathematics-related beliefs, while they showed weaknesses primarily on problem solving content knowledge. Findings also point out that teachers’ beliefs have a strong relationship with teachers’ knowledge about problem solving. In particular, the instrumental teacher’s beliefs were consistent with his insufficient knowledge about problem-solving, while both platonist and problem-solving teacher’s beliefs were consistent with their sufficient knowledge of either content or pedagogical problem solving.

Problem Solving Interventions for Diabetes Self-management and Control: A Systematic Review of the Literature

PubMed Central

Fitzpatrick, Stephanie L.; Schumann, Kristina P.; Hill-Briggs, Felicia

2013-01-01

Aims Problem solving is deemed a core skill for patient diabetes self-management education. The purpose of this systematic review is to examine the published literature on the effect of problem-solving interventions on diabetes self-management and disease control. Data Sources We searched PubMed and PsychINFO electronic databases for English language articles published between November 2006 and September 2012. Reference lists from included studies were reviewed to capture additional studies. Study Selection Studies reporting problem-solving intervention or problem solving as an intervention component for diabetes self-management training and disease control were included. Twenty-four studies met inclusion criteria. Data Extraction Study design, sample characteristics, measures, and results were reviewed. Data Synthesis Sixteen intervention studies (11 adult, 5 children/adolescents) were randomized controlled trials, and 8 intervention studies (6 adult, 2 children/adolescents) were quasi-experimental designs. Conclusions Studies varied greatly in their approaches to problem-solving use in patient education. To date, 36% of adult problem-solving interventions and 42% of children/adolescent problem-solving interventions have demonstrated significant improvement in HbA1c, while psychosocial outcomes have been more promising. The next phase of problem-solving intervention research should employ intervention characteristics found to have sufficient potency and intensity to reach therapeutic levels needed to demonstrate change. PMID:23312614

Changes in problem-solving appraisal after cognitive therapy for the prevention of suicide.

PubMed

Ghahramanlou-Holloway, M; Bhar, S S; Brown, G K; Olsen, C; Beck, A T

2012-06-01

Cognitive therapy has been found to be effective in decreasing the recurrence of suicide attempts. A theoretical aim of cognitive therapy is to improve problem-solving skills so that suicide no longer remains the only available option. This study examined the differential rate of change in problem-solving appraisal following suicide attempts among individuals who participated in a randomized controlled trial for the prevention of suicide. Changes in problem-solving appraisal from pre- to 6-months post-treatment in individuals with a recent suicide attempt, randomized to either cognitive therapy (n = 60) or a control condition (n = 60), were assessed by using the Social Problem-Solving Inventory-Revised, Short Form. Improvements in problem-solving appraisal were similarly observed for both groups within the 6-month follow-up. However, during this period, individuals assigned to the cognitive therapy condition demonstrated a significantly faster rate of improvement in negative problem orientation and impulsivity/carelessness. More specifically, individuals receiving cognitive therapy were significantly less likely to report a negative view toward life problems and impulsive/carelessness problem-solving style. Cognitive therapy for the prevention of suicide provides rapid changes within 6 months on negative problem orientation and impulsivity/carelessness problem-solving style. Given that individuals are at the greatest risk for suicide within 6 months of their last suicide attempt, the current study demonstrates that a brief cognitive intervention produces a rapid rate of improvement in two important domains of problem-solving appraisal during this sensitive period.

Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

NASA Astrophysics Data System (ADS)

Mulyono; Hadiyanti, R.

2018-03-01

Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

Analysis of problem solving skill in learning biology at senior high school of Surakarta

NASA Astrophysics Data System (ADS)

Rahmawati, D.; Sajidan; Ashadi

2018-04-01

Problem solving is a critical component of comprehensive learning in 21st century. Problem solving is defined as a process used to obtain the best answer from a problem. Someone who can solve the problem is called a problem solver. Problem solver obtains many benefits in the future and has a chance to be an innovator, such as be an innovative entrepreneur, modify behavior, improve creativity, and cognitive skills. The goal of this research is to analyze problem solving skills of students in Senior High School Surakarta in learning Biology. Participants of this research were students of grade 12 SMA (Senior High School) N Surakarta. Data is collected by using multiple choice questions base on analysis problem solving skills on Mourtus. The result of this research showed that the percentage of defining problem was 52.38%, exploring the problem was 53.28%, implementing the solution was 50.71% for 50.08% is moderate, while the percentage of designing the solution was 34.42%, and evaluating was low for 39.24%. Based on the result showed that the problem solving skills of students in SMAN Surakarta was Low.

Innovation and problem solving: a review of common mechanisms.

PubMed

Griffin, Andrea S; Guez, David

2014-11-01

Behavioural innovations have become central to our thinking about how animals adjust to changing environments. It is now well established that animals vary in their ability to innovate, but understanding why remains a challenge. This is because innovations are rare, so studying innovation requires alternative experimental assays that create opportunities for animals to express their ability to invent new behaviours, or use pre-existing ones in new contexts. Problem solving of extractive foraging tasks has been put forward as a suitable experimental assay. We review the rapidly expanding literature on problem solving of extractive foraging tasks in order to better understand to what extent the processes underpinning problem solving, and the factors influencing problem solving, are in line with those predicted, and found, to underpin and influence innovation in the wild. Our aim is to determine whether problem solving can be used as an experimental proxy of innovation. We find that in most respects, problem solving is determined by the same underpinning mechanisms, and is influenced by the same factors, as those predicted to underpin, and to influence, innovation. We conclude that problem solving is a valid experimental assay for studying innovation, propose a conceptual model of problem solving in which motor diversity plays a more central role than has been considered to date, and provide recommendations for future research using problem solving to investigate innovation. This article is part of a Special Issue entitled: Cognition in the wild. Copyright © 2014 Elsevier B.V. All rights reserved.

Inquiry-based problem solving in introductory physics

NASA Astrophysics Data System (ADS)

Koleci, Carolann

What makes problem solving in physics difficult? How do students solve physics problems, and how does this compare to an expert physicist's strategy? Over the past twenty years, physics education research has revealed several differences between novice and expert problem solving. The work of Chi, Feltovich, and Glaser demonstrates that novices tend to categorize problems based on surface features, while experts categorize according to theory, principles, or concepts1. If there are differences between how problems are categorized, then are there differences between how physics problems are solved? Learning more about the problem solving process, including how students like to learn and what is most effective, requires both qualitative and quantitative analysis. In an effort to learn how novices and experts solve introductory electricity problems, a series of in-depth interviews were conducted, transcribed, and analyzed, using both qualitative and quantitative methods. One-way ANOVA tests were performed in order to learn if there are any significant problem solving differences between: (a) novices and experts, (b) genders, (c) students who like to answer questions in class and those who don't, (d) students who like to ask questions in class and those who don't, (e) students employing an interrogative approach to problem solving and those who don't, and (f) those who like physics and those who dislike it. The results of both the qualitative and quantitative methods reveal that inquiry-based problem solving is prevalent among novices and experts, and frequently leads to the correct physics. These findings serve as impetus for the third dimension of this work: the development of Choose Your Own Adventure Physics(c) (CYOAP), an innovative teaching tool in physics which encourages inquiry-based problem solving. 1Chi, M., P. Feltovich, R. Glaser, "Categorization and Representation of Physics Problems by Experts and Novices", Cognitive Science, 5, 121--152 (1981).

Assessing Student Expertise in Introductory Physics with Isomorphic Problems. II. Effect of Some Potential Factors on Problem Solving and Transfer

ERIC Educational Resources Information Center

Chandralekha; Singh

2008-01-01

In this paper, we explore the use of isomorphic problem pairs (IPPs) to assess introductory physics students' ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call the paired problems "isomorphic" because they require the same physics principle to solve them. We analyze written…

Students' Errors in Solving the Permutation and Combination Problems Based on Problem Solving Steps of Polya

ERIC Educational Resources Information Center

Sukoriyanto; Nusantara, Toto; Subanji; Chandra, Tjang Daniel

2016-01-01

This article was written based on the results of a study evaluating students' errors in problem solving of permutation and combination in terms of problem solving steps according to Polya. Twenty-five students were asked to do four problems related to permutation and combination. The research results showed that the students still did a mistake in…

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams

PubMed Central

Rouinfar, Amy; Agra, Elise; Larson, Adam M.; Rebello, N. Sanjay; Loschky, Lester C.

2014-01-01

This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants’ attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants’ verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers’ attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions. PMID:25324804

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams.

PubMed

Rouinfar, Amy; Agra, Elise; Larson, Adam M; Rebello, N Sanjay; Loschky, Lester C

2014-01-01

This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants' attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants' verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers' attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions.

Some Cognitive Components of the Diagnostic Thinking Process.

ERIC Educational Resources Information Center

Gale, Janet

1982-01-01

Identifies 14 cognitive components of the diagnostic thinking process in clinical problem solving. Analyzes the differences between medical students, hospital house officers, and hospital registrars in London, England, on the relative use of such thinking processes. Suggests that diagnostic thinking processes cannot be incorporated into medical…

The Development and Implementation of an Integrating Pharmacy Practice Laboratory.

ERIC Educational Resources Information Center

Newton, Gail D.; And Others

1990-01-01

The intent of an integrating laboratory was to help pharmacy students learn to solve problems, make decisions, and develop good communication skills. Educational units included exercises in guided design, patient profile review, patient inquiries, extemporaneous prescription compounding, clinical literature evaluation, and videotapes of simulated…

The problem of parental nonadherence in clinical behavior analysis: effective treatment is not enough.

PubMed Central

Allen, K D; Warzak, W J

2000-01-01

Applied behavior analysts have developed many effective interventions for common childhood problems and have repeatedly demonstrated that childhood behavior responds to properly managed contingencies. The success of these interventions is dependent upon their basic effectiveness, as demonstrated in the literature, their precise delivery by the clinician to the parent, and adherence to or consistent implementation of the intervention. Unfortunately, arranging the consistent implementation of effective parenting strategies is a significant challenge for behavior analysts who work in homes, schools, and outpatient or primary care clinics. Much has been done to address issues of adherence or implementation in the clinic, but relatively little has been done to increase our understanding of the contingencies that affect parental adherence beyond the supervised clinic environment. An analysis of the contingencies that strengthen or weaken adherence might suggest strategies to improve implementation outside the clinic setting. What follows is an analysis of the variables associated with adherence by parents to recommendations designed to solve common childhood problems. PMID:11051583

Computers in medical education 1: evaluation of a problem-orientated learning package.

PubMed

Devitt, P; Palmer, E

1998-04-01

A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content: second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge. but also to help students develop their problem-solving skills.

A case study of analyzing 11th graders’ problem solving ability on heat and temperature topic

NASA Astrophysics Data System (ADS)

Yulianawati, D.; Muslim; Hasanah, L.; Samsudin, A.

2018-05-01

Problem solving ability must be owned by students after the process of physics learning so that the concept of physics becomes meaningful. Consequently, the research aims to describe their problem solving ability. Metacognition is contributed to physics learning to the success of students in solving problems. This research has already been implemented to 37 science students (30 women and 7 men) of eleventh grade from one of the secondary schools in Bandung. The research methods utilized the single case study with embedded research design. The instrument is Heat and Temperature Problem Solving Ability Test (HT-PSAT) which consists of twelve questions from three context problems. The result shows that the average value of the test is 8.27 out of the maximum total value of 36. In conclusion, eleventh graders’ problem-solving ability is still under expected. The implication of the findings is able to create learning situations which are probably developing students to embrace better problem solving ability.

Active and passive problem solving: moderating role in the relation between depressive symptoms and future suicidal ideation varies by suicide attempt history.

PubMed

Quiñones, Victoria; Jurska, Justyna; Fener, Eileen; Miranda, Regina

2015-04-01

Research suggests that being unable to generate solutions to problems in times of distress may contribute to suicidal thoughts and behavior, and that depression is associated with problem-solving deficits. This study examined active and passive problem solving as moderators of the association between depressive symptoms and future suicidal ideation among suicide attempters and nonattempters. Young adults (n = 324, 73% female, mean age = 19, standard deviation = 2.22) with (n = 78) and without (n = 246) a suicide attempt history completed a problem-solving task, self-report measures of hopelessness, depression, and suicidal ideation at baseline, and a self-report measure of suicidal ideation at 6-month follow-up. Passive problem solving was higher among suicide attempters but did not moderate the association between depressive symptoms and future suicidal ideation. Among attempters, active problem solving buffered against depressive symptoms in predicting future suicidal ideation. Suicide prevention should foster active problem solving, especially among suicide attempters. © 2015 Wiley Periodicals, Inc.

Analytical derivation: An epistemic game for solving mathematically based physics problems

NASA Astrophysics Data System (ADS)

Bajracharya, Rabindra R.; Thompson, John R.

2016-06-01

Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four "pseudophysics" problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

Active and Passive Problem Solving: Moderating Role in the Relation between Depressive Symptoms and Future Suicidal Ideation Varies by Suicide Attempt History

PubMed Central

Quiñones, Victoria; Jurska, Justyna; Fener, Eileen; Miranda, Regina

2016-01-01

Objective Research suggests that being unable to generate solutions to problems in times of distress may contribute to suicidal thoughts and behavior, and that depression is associated with problem solving deficits. This study examined active and passive problem solving as moderators of the association between depressive symptoms and future suicidal ideation (SI) among suicide attempters and non-attempters. Method Young adults (n = 324, 73% female, Mage = 19, SD = 2.22) with (n = 78) and without (n = 246) a suicide attempt history completed a problem-solving task, self-report measures of hopelessness, depression, and SI at baseline, and also completed a self-report measure of SI at 6-month follow-up. Results Passive problem solving was higher among suicide attempters but did not moderate the association between depressive symptoms and future SI. Among attempters, active problem solving buffered against depressive symptoms in predicting future SI. Conclusions Suicide prevention should foster active problem solving, especially among suicide attempters. PMID:25760651

Conceptual problem solving in high school physics

NASA Astrophysics Data System (ADS)

Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-12-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

The impact of childhood emotional abuse and experiential avoidance on maladaptive problem solving and intimate partner violence.

PubMed

Bell, Kathryn M; Higgins, Lorrin

2015-04-16

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person's ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk.

The Impact of Childhood Emotional Abuse and Experiential Avoidance on Maladaptive Problem Solving and Intimate Partner Violence

PubMed Central

Bell, Kathryn M.; Higgins, Lorrin

2015-01-01

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person’s ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk. PMID:25893570

Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks

PubMed Central

Schönauer, Monika; Brodt, Svenja; Pöhlchen, Dorothee; Breßmer, Anja; Danek, Amory H.; Gais, Steffen

2018-01-01

During creative problem solving, initial solution attempts often fail because of self-imposed constraints that prevent us from thinking out of the box. In order to solve a problem successfully, the problem representation has to be restructured by combining elements of available knowledge in novel and creative ways. It has been suggested that sleep supports the reorganization of memory representations, ultimately aiding problem solving. In this study, we systematically tested the effect of sleep and time on problem solving, using classical insight tasks and magic tricks. Solving these tasks explicitly requires a restructuring of the problem representation and may be accompanied by a subjective feeling of insight. In two sessions, 77 participants had to solve classical insight problems and magic tricks. The two sessions either occurred consecutively or were spaced 3 h apart, with the time in between spent either sleeping or awake. We found that sleep affected neither general solution rates nor the number of solutions accompanied by sudden subjective insight. Our study thus adds to accumulating evidence that sleep does not provide an environment that facilitates the qualitative restructuring of memory representations and enables problem solving. PMID:29535620

Assertiveness and problem solving in midwives

PubMed Central

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Background: Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. Materials and Methods: This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. Results: The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say “no” when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). Conclusions: There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession. PMID:26793247

Heuristics and Problem Solving.

ERIC Educational Resources Information Center

Abel, Charles F.

2003-01-01

Defines heuristics as cognitive "rules of thumb" that can help problem solvers work more efficiently and effectively. Professors can use a heuristic model of problem solving to guide students in all disciplines through the steps of problem-solving. (SWM)

The Application of Web-based Computer-assisted Instruction Courseware within Health Assessment

NASA Astrophysics Data System (ADS)

Xiuyan, Guo

Health assessment is a clinical nursing course and places emphasis on clinical skills. The application of computer-assisted instruction in the field of nursing teaching solved the problems in the traditional lecture class. This article stated teaching experience of web-based computer-assisted instruction, based upon a two-year study of computer-assisted instruction courseware use within the course health assessment. The computer-assisted instruction courseware could develop teaching structure, simulate clinical situations, create teaching situations and facilitate students study.

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment.

PubMed

Prevost, Luanna B; Lemons, Paula P

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. © 2016 L. B. Prevost and P. P. Lemons. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Assessing the Internal Dynamics of Mathematical Problem Solving in Small Groups.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

The purpose of this exploratory study was to examine the problem-solving behaviors and perceptions of (n=27) seventh-grade students as they worked on solving a mathematical problem within a small-group setting. An assessment system was developed that allowed for this analysis. To assess problem-solving behaviors within a small group a Group…

Protocol Analysis of Group Problem Solving in Mathematics: A Cognitive-Metacognitive Framework for Assessment.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

The roles of cognition and metacognition were examined in the mathematical problem-solving behaviors of students as they worked in small groups. As an outcome, a framework that links the literature of cognitive science and mathematical problem solving was developed for protocol analysis of mathematical problem solving. Within this framework, each…

Investigating Students' Success in Solving and Attitudes towards Context-Rich Open-Ended Problems in Chemistry

ERIC Educational Resources Information Center

Overton, Tina L.; Potter, Nicholas M.

2011-01-01

Much research has been carried out on how students solve algorithmic and structured problems in chemistry. This study is concerned with how students solve open-ended, ill-defined problems in chemistry. Over 200 undergraduate chemistry students solved a number of open-ended problem in groups and individually. The three cognitive variables of…

Perspectives on Problem Solving and Instruction

ERIC Educational Resources Information Center

van Merrienboer, Jeroen J. G.

2013-01-01

Most educators claim that problem solving is important, but they take very different perspective on it and there is little agreement on how it should be taught. This article aims to sort out the different perspectives and discusses problem solving as a goal, a method, and a skill. As a goal, problem solving should not be limited to well-structured…

Web-Based Undergraduate Chemistry Problem-Solving: The Interplay of Task Performance, Domain Knowledge and Web-Searching Strategies

ERIC Educational Resources Information Center

She, Hsiao-Ching; Cheng, Meng-Tzu; Li, Ta-Wei; Wang, Chia-Yu; Chiu, Hsin-Tien; Lee, Pei-Zon; Chou, Wen-Chi; Chuang, Ming-Hua

2012-01-01

This study investigates the effect of Web-based Chemistry Problem-Solving, with the attributes of Web-searching and problem-solving scaffolds, on undergraduate students' problem-solving task performance. In addition, the nature and extent of Web-searching strategies students used and its correlation with task performance and domain knowledge also…

The Internet: Problem Solving Friend or Foe?

ERIC Educational Resources Information Center

Wanko, Jeffrey J.

2007-01-01

Teaching problem solving to today's students requires teachers to be aware of the ways their students may use the internet as both a resource and as a tool for solving problems. In this article, I describe some of my own experiences in teaching problem solving to preservice teachers and how the existence of the internet has affected the ways in…

Chinese and Singaporean Sixth-Grade Students' Strategies for Solving Problems about Speed

ERIC Educational Resources Information Center

Jiang, Chunlian; Hwang, Stephen; Cai, Jinfa

2014-01-01

This study examined 361 Chinese and 345 Singaporean sixth-grade students' performance and problem-solving strategies for solving 14 problems about speed. By focusing on students from two distinct high-performing countries in East Asia, we provide a useful perspective on the differences that exist in the preparation and problem-solving strategies…

The Effects of a Problem Solving Intervention on Problem Solving Skills of Students with Autism during Vocational Tasks

ERIC Educational Resources Information Center

Yakubova, Gulnoza

2013-01-01

Problem solving is an important employability skill and considered valuable both in educational settings (Agran & Alper, 2000) and the workplace (Ju, Zhang, & Pacha, 2012). However, limited research exists instructing students with autism to engage in problem solving skills (e.g., Bernard-Opitz, Sriram, & Nakhoda-Sapuan, 2001). The…

KidTech: Hands-On Problem Solving with Design Technology for Grades 5-8.

ERIC Educational Resources Information Center

Miller, Lucy

Design technology integrates problem solving with an awareness of the effects of technology on society and the environment. This book places problem solving in a realistic context and addresses situations that are meaningful to students. Design technology aims to develop confidence in problem solving and competence in using technology wisely. This…

The Influence of Cognitive Abilities on Mathematical Problem Solving Performance

ERIC Educational Resources Information Center

Bahar, Abdulkadir

2013-01-01

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The…

Mental Models and Creative Problem-Solving: The Relationship of Objective and Subjective Model Attributes

ERIC Educational Resources Information Center

Mumford, Michael D.; Hester, Kimberly S.; Robledo, Issac C.; Peterson, David R.; Day, Eric A.; Hougen, Dean F.; Barrett, Jamie D.

2012-01-01

Knowledge, or expertise, has been held to contribute to creative problem-solving. In this effort, the relationship of one form of knowledge, mental models, to creative problem-solving was assessed. Undergraduates were asked to solve either a marketing or an education problem calling for creative thought. Prior to generating solutions to these…

Problem-Solving Rubrics Revisited: Attending to the Blending of Informal Conceptual and Formal Mathematical Reasoning

ERIC Educational Resources Information Center

Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

2013-01-01

Much research in engineering and physics education has focused on improving students' problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student's expertise in solving problems using these strategies. These rubrics value "communication" between the…

Surveying Turkish High School and University Students' Attitudes and Approaches to Physics Problem Solving

ERIC Educational Resources Information Center

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-01-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and…

Problem Solving of Newton's Second Law through a System of Total Mass Motion

ERIC Educational Resources Information Center

Abdullah, Helmi

2014-01-01

Nowadays, many researchers discovered various effective strategies in teaching physics, from traditional to modern strategy. However, research on physics problem solving is still inadequate. Physics problem is an integral part of physics learning and requires strategy to solve it. Besides that, problem solving is the best way to convey principle,…

Problem Solving in the PISA and TIMSS 2003 Assessments. Technical Report. NCES 2007-049

ERIC Educational Resources Information Center

Dossey, John A.; McCrone, Sharon S.; O'Sullivan, Christine

2006-01-01

In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report's authors develop…

Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving

ERIC Educational Resources Information Center

Barak, Moshe

2013-01-01

This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students' creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and…

Influence of Efficacy and Resilience on Problem Solving in the United States, Taiwan, and China

ERIC Educational Resources Information Center

Li, Ming-hui; Eschenauer, Robert; Yang, Yan

2013-01-01

This study explores factors that influence problem-solving coping style across cultures. There was no significant difference in applying problem solving across U.S., Taiwanese, and Chinese samples. The effective predictors of problem solving in the U.S. and Chinese samples were self-efficacy and trait resilience, respectively. In the Taiwanese…

Effects of Teaching Approach on Problem Solving Ability of Agricultural Education Students with Varying Learning Styles.

ERIC Educational Resources Information Center

Dyer, James E.; Osborne, Edward W.

1996-01-01

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

Are Middle School Mathematics Teachers Able to Solve Word Problems without Using Variable?

ERIC Educational Resources Information Center

Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tugba; Soylu, Yasin

2018-01-01

Many people consider problem solving as a complex process in which variables such as "x," "y" are used. Problems may not be solved by only using "variable." Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is…

Improving the Efficiency of Problem-Solving Practice for Children with Retrieval Difficulties

ERIC Educational Resources Information Center

Hopkins, Sarah; de Villiers, Celeste

2016-01-01

Despite the importance placed on how children come to solve single-digit addition problems, many children count on to solve these problems when they are expected to use accurate retrieval-based strategies. In this study, we assessed if a subitising intervention improved the rate at which problem-solving practice promoted retrieval, using a…

Teaching Elementary Mathematics through Problem Solving and Its Relationship to Mathematics Achievement

ERIC Educational Resources Information Center

Bullock, Audrey N.

2017-01-01

Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…

Do Scaffolded Supports between Aspects of Problem Solving Enhance Assessment Usability?

ERIC Educational Resources Information Center

McCoy, Jan D.; Braun-Monegan, Jenelle; Bettesworth, Leanne; Tindal, Gerald

2015-01-01

While problem solving as an instructional technique is widely advocated, educators are often challenged in effectively assessing student skill in this area. Students failing to solve a problem might fail in any of several aspects of the effort. The purpose of this research was to validate a scaffolded technique for assessing problem solving in…

Rewarding Multitasking: Negative Effects of an Incentive on Problem Solving under Divided Attention

ERIC Educational Resources Information Center

Wieth, Mareike B.; Burns, Bruce D.

2014-01-01

Research has consistently shown negative effects of multitasking on tasks such as problem solving. This study was designed to investigate the impact of an incentive when solving problems in a multitasking situation. Incentives have generally been shown to increase problem solving (e.g., Wieth & Burns, 2006), however, it is unclear whether an…

Using Coaching to Improve the Teaching of Problem Solving to Year 8 Students in Mathematics

ERIC Educational Resources Information Center

Kargas, Christine Anestis; Stephens, Max

2014-01-01

This study investigated how to improve the teaching of problem solving in a large Melbourne secondary school. Coaching was used to support and equip five teachers, some with limited experiences in teaching problem solving, with knowledge and strategies to build up students' problem solving and reasoning skills. The results showed increased…

A Comparison of the Effects of Lego TC Logo and Problem Solving Software on Elementary Students' Problem Solving Skills.

ERIC Educational Resources Information Center

Palumbo, Debra L; Palumbo, David B.

1993-01-01

Computer-based problem-solving software exposure was compared to Lego TC LOGO instruction. Thirty fifth graders received either Lego LOGO instruction, which couples Lego building block activities with LOGO computer programming, or instruction with various problem-solving computer programs. Although both groups showed significant progress, the Lego…

Front-Stage Stars and Backstage Producers: The Role of Judges in Problem-Solving Courts1

PubMed Central

Portillo, Shannon; Rudes, Danielle; Viglione, Jill; Nelson, Matthew; Taxman, Faye

2012-01-01

In problem-solving courts judges are no longer neutral arbitrators in adversarial justice processes. Instead, judges directly engage with court participants. The movement towards problem-solving court models emerges from a collaborative therapeutic jurisprudence framework. While most scholars argue judges are the central courtroom actors within problem-solving courts, we find judges are the stars front-stage, but play a more supporting role backstage. We use Goffman's front-stage-backstage framework to analyze 350 hours of ethnographic fieldwork within five problem-solving courts. Problem-solving courts are collaborative organizations with shifting leadership, based on forum. Understanding how the roles of courtroom workgroup actors adapt under the new court model is foundational for effective implementation of these justice processes. PMID:23397430

Front-Stage Stars and Backstage Producers: The Role of Judges in Problem-Solving Courts().

PubMed

Portillo, Shannon; Rudes, Danielle; Viglione, Jill; Nelson, Matthew; Taxman, Faye

2013-01-01

In problem-solving courts judges are no longer neutral arbitrators in adversarial justice processes. Instead, judges directly engage with court participants. The movement towards problem-solving court models emerges from a collaborative therapeutic jurisprudence framework. While most scholars argue judges are the central courtroom actors within problem-solving courts, we find judges are the stars front-stage, but play a more supporting role backstage. We use Goffman's front-stage-backstage framework to analyze 350 hours of ethnographic fieldwork within five problem-solving courts. Problem-solving courts are collaborative organizations with shifting leadership, based on forum. Understanding how the roles of courtroom workgroup actors adapt under the new court model is foundational for effective implementation of these justice processes.

Examining problem solving in physics-intensive Ph.D. research

NASA Astrophysics Data System (ADS)

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-12-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging). Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting), while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options). In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations) and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation). Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver's perspective. This framework will be examined and refined in future work. Understanding problems graduate students face and the strategies they use has implications for improving how we approach problem solving in undergraduate physics and physics education research.

Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education

NASA Astrophysics Data System (ADS)

Ceberio, Mikel; Almudí, José Manuel; Franco, Ángel

2016-08-01

In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students' ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students' skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students' results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students' satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students.

The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

An ethics of suffering: does it solve the problems we want to solve?: commentary.

PubMed

Edwards, Barbara Springer

1991-01-01

Erich H. Loewy proposes to elevate the moral obligation to prevent and relieve suffering to the level of a prima facie moral duty by delineating which beings are of primary moral worth and which are of secondary moral worth. Sentient beings have a capacity to suffer and are therefore of primary moral worth. Beings that are insentient cannot suffer; therefore such beings are only of secondary moral worth. Objects of secondary moral worth include patients in a persistent vegetative state (PVS) and brain-dead patients. This proposal, he says, would solve a number of problems in clinical bioethics. First, it would help to clarify our moral duties at the bedside. And secondly, by creating a hierarchy of moral values, it helps to differentiate which patients are owed our primary allegiance and resources. Despite his extensive and painstaking proof, I believe several questions remain about the use of the "capacity of sentient beings to suffer" as a basis for a universal grounding in ethics.

Problem representation and mathematical problem solving of students of varying math ability.

PubMed

Krawec, Jennifer L

2014-01-01

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

[On the problems of getting an opinion, finding a decision when working in psychiatrie institutions. - Experiences with counselling a psychiatrie institution (author's transl)].

PubMed

Veltin, A

1981-08-01

Exemplifying an occurrence within an every day's situation of a clinic makes obvious, how conflicts between claims of treatment and therapeutic reality can be present and painfully discussed. This can appear within that space of tension which is immanent to a institution of that kind. Emphasis is laid on the importance of institutional Counseling for the solving of these problems.

Embedding Game-Based Problem-Solving Phase into Problem-Posing System for Mathematics Learning

ERIC Educational Resources Information Center

Chang, Kuo-En; Wu, Lin-Jung; Weng, Sheng-En; Sung, Yao-Ting

2012-01-01

A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the "solving problem" phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth…

When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams

NASA Astrophysics Data System (ADS)

Kuo, Eric; Hallinen, Nicole R.; Conlin, Luke D.

2017-05-01

One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829-1851] to test how cuing the first step in a standard framework affects undergraduate students' approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students' ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving.

A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course.

PubMed

Douglass, Mark A; Casale, Jillian P; Skirvin, J Andrew; DiVall, Margarita V

2013-10-14

To implement and assess the impact of a virtual patient pilot program on pharmacy students' clinical competence skills. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students' posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes.

Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study.

PubMed

Kang, Kyungja; Yu, Mi

2018-06-01

Student self-debriefing promotes self-confidence, helps to increase clinical performance, and is a more cost-effective method than is traditional instructor-led debriefing in simulation-based learning. This study compared the effectiveness of debriefing-in terms of the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction-between an experimental group who received both student self-debriefing (SSD) and instructor debriefing (ID) and a control group who received only instructor debriefing. This quasi-experimental study used a pretest-posttest non-equivalent control group design. Two universities in South Korea. A convenience sample of 123 senior nursing students. The data were collected between 15 April and 9 June 2016. Differences in the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction between the SSD + ID group and the ID-only group were measured. The SSD + ID group showed significant improvements in the problem-solving process (t = 4.32, p < .001) and debriefing satisfaction (t = 3.19, p = .002), but not in debriefing assessment (t = 1.67, p = .097) or team effectiveness (t = 1.84, p = .069) compared to ID-only group. Specifically, as the number of student sessions increased, we observed significant differences in problem-solving ability (F = 9.44, p < .001), debriefing satisfaction (F = 7.78, p < .001), and the subdomains of debriefing assessment: 'maintains an engaging environment' (F = 3.78, p = .025), 'structures the debriefing in an organized way' (F = 4.27, p = .016), and 'helps trainees achieve or sustain future performance' (F = 3.17, p = .045). Our results can be used to develop guidelines for effective debriefing following simulation in nursing education. Specifically, combining SSD and ID in simulation debriefing and increasing the number of SSD sessions could help improve the problem-solving process and debriefing satisfaction among nursing students. Copyright © 2018 Elsevier Ltd. All rights reserved.

Evaluation of a problem-solving (PS) techniques-based intervention for informal carers of patients with dementia receiving in-home care.

PubMed

Chiu, Mary; Pauley, Tim; Wesson, Virginia; Pushpakumar, Dunstan; Sadavoy, Joel

2015-06-01

The value of care provided by informal carers in Canada is estimated at $26 billion annually (Hollander et al., 2009). However, carers' needs are often overlooked, limiting their capacity to provide care. Problem-solving therapy (PST), a structured approach to problem solving (PS) and a core principle of the Reitman Centre CARERS Program, has been shown to alleviate emotional distress and improve carers' competence (Chiu et al., 2013). This study evaluated the effectiveness of problem-solving techniques-based intervention based on adapted PST methods, in enhancing carers' physical and emotional capacity to care for relatives with dementia living in the community. 56 carers were equally allocated to a problem-solving techniques-based intervention group or a control arm. Carers in the intervention group received three 1 hr visits by a care coordinator (CC) who had been given advanced training in PS techniques-based intervention. Coping, mastery, competence, burden, and perceived stress of the carers were evaluated at baseline and post-intervention using standardized assessment tools. An intention-to-treat analysis utilizing repeated measures ANOVA was performed on the data. Post-intervention measures completion rate was 82% and 92% for the intervention and control groups, respectively. Carers in the intervention group showed significantly improved task-oriented coping, mastery, and competence and significantly reduced emotion-oriented coping, burden and stress (p < 0.01-0.001). Control carers showed no change. PS techniques, when learned and delivered by CCs as a tool to coach carers in their day-to-day caregiving, improves carers' caregiving competence, coping, burden, and perceived stress. This may reduce dependence on primary, psychiatric, and institutional care. Results provide evidence that establishing effective partnerships between inter-professional clinicians in academic clinical health science centers, and community agencies can extend the reach of the expertise of specialized health care institutions.

Thinking can cause forgetting: memory dynamics in creative problem solving.

PubMed

Storm, Benjamin C; Angello, Genna; Bjork, Elizabeth Ligon

2011-09-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (c) 2011 APA, all rights reserved.

Tour of a simple trigonometry problem

NASA Astrophysics Data System (ADS)

Poon, Kin-Keung

2012-06-01

This article focuses on a simple trigonometric problem that generates a strange phenomenon when different methods are applied to tackling it. A series of problem-solving activities are discussed, so that students can be alerted that the precision of diagrams is important when solving geometric problems. In addition, the problem-solving plan was implemented in a high school and the results indicated that students are relatively weak in problem-solving abilities but they understand and appreciate the thinking process in different stages and steps of the activities.

Understanding catastrophizing from a misdirected problem-solving perspective.

PubMed

Flink, Ida K; Boersma, Katja; MacDonald, Shane; Linton, Steven J

2012-05-01

The aim is to explore pain catastrophizing from a problem-solving perspective. The links between catastrophizing, problem framing, and problem-solving behaviour are examined through two possible models of mediation as inferred by two contemporary and complementary theoretical models, the misdirected problem solving model (Eccleston & Crombez, 2007) and the fear-anxiety-avoidance model (Asmundson, Norton, & Vlaeyen, 2004). In this prospective study, a general population sample (n= 173) with perceived problems with spinal pain filled out questionnaires twice; catastrophizing and problem framing were assessed on the first occasion and health care seeking (as a proxy for medically oriented problem solving) was assessed 7 months later. Two different approaches were used to explore whether the data supported any of the proposed models of mediation. First, multiple regressions were used according to traditional recommendations for mediation analyses. Second, a bootstrapping method (n= 1000 bootstrap resamples) was used to explore the significance of the indirect effects in both possible models of mediation. The results verified the concepts included in the misdirected problem solving model. However, the direction of the relations was more in line with the fear-anxiety-avoidance model. More specifically, the mediation analyses provided support for viewing catastrophizing as a mediator of the relation between biomedical problem framing and medically oriented problem-solving behaviour. These findings provide support for viewing catastrophizing from a problem-solving perspective and imply a need to examine and address problem framing and catastrophizing in back pain patients. ©2011 The British Psychological Society.

A platform for exploration into chaining of web services for clinical data transformation and reasoning.

PubMed

Maldonado, José Alberto; Marcos, Mar; Fernández-Breis, Jesualdo Tomás; Parcero, Estíbaliz; Boscá, Diego; Legaz-García, María Del Carmen; Martínez-Salvador, Begoña; Robles, Montserrat

2016-01-01

The heterogeneity of clinical data is a key problem in the sharing and reuse of Electronic Health Record (EHR) data. We approach this problem through the combined use of EHR standards and semantic web technologies, concretely by means of clinical data transformation applications that convert EHR data in proprietary format, first into clinical information models based on archetypes, and then into RDF/OWL extracts which can be used for automated reasoning. In this paper we describe a proof-of-concept platform to facilitate the (re)configuration of such clinical data transformation applications. The platform is built upon a number of web services dealing with transformations at different levels (such as normalization or abstraction), and relies on a collection of reusable mappings designed to solve specific transformation steps in a particular clinical domain. The platform has been used in the development of two different data transformation applications in the area of colorectal cancer.

An Instrument for the Identification of Core Curriculum in the Discipline of Gynaecology

ERIC Educational Resources Information Center

Taylor, P. J.

1976-01-01

Describes an instrument designed to identify with considerable agreement appropriate knowledge, skills, and attitudes for gynecology curriculum, relate it to other curriculum content, and determine where it should appear in the curriculum. Focus is on clinical problems to be solved and the underlying processes. (JT)