Abstract

This paper discusses two methods used in training allied health students to clarify patients ' problems and develop treatment plans to resolve them. The traditional problem solving approach is presented as a means to Introduce students to patient evaluation and treatment planning, while clinical reasoning is seen as a more expert way to approach this process. The incorporation of problem solving early in allied health curricula, followed by instruction and practice in clinical reasoning, is recommended. An instructional model for facilitating students ' acquisition of clinical reasoning skill is presented. Flowcharts of the problem solving and clinical reasoning processes and a model for instruction in clinical reasoning are included. (9 references) (Author/GL) *************$******x*************************************k************ * Reproductions supplied by EDRS are the best that can be made * from the original document. U S DEPARTMENT OF EDUCATION Office of Education & ReSearch and imPfovement