alt="Schematic illustration of the sequence of actions to improve understanding and memorisation."/>
Figure 1.2 Introducing a diagram into the sequence of actions to improve understanding and memorisation.
How is this learning theory relevant to this book?
This book is designed to give you a multi‐sensory approach to learning, reinforced by repetition, together with a robust framework on which to ‘hang’ veterinary facts. The problem‐solving framework is based on pathophysiological principles that will lead you to a deeper understanding, enhanced ability to recall information and more reliable diagnoses.
Chapter 2 introduces you to clinical reasoning in general and the logical clinical problem‐solving (LCPS) process in particular. It uses case studies to illustrate the strengths and challenges of different clinical reasoning approaches.
The subsequent chapters use particular clinical problems to illustrate and further explain how to use LCPS for common clinical signs. Each of the four steps is consistently colour coded so you can associate the colour to the step. The case scenarios in many chapters will help you visualise how LCPS is applied to real‐life cases.
Every chapter opens with an orientating introduction and ends with a key points recap. Figure 1.3 illustrates how the structure of the chapters leads to understanding and memorisation. Take a moment to follow the flow step‐by‐step.
You can perhaps see what is ‘going on’ here. The book is designed to help you remember and learn more effectively by providing a process, scenario‐based text, graphics, colour and repetition – many of the elements in the staircase to memorisation. You can add further elements, such as talking through to yourself (subvocalising; see Figure 1.4) each step of the LCPS process for each scenario and perhaps teaching each of the scenarios within the clinical reasoning process to a colleague (a learning buddy; see Figure 1.5).
Figure 1.3 How the structure of the chapters leads to understanding and memorisation.
Figure 1.4 Memorisation benefit through subvocalisation.
Figure 1.5 Benefits of having a learning buddy.
Key points – learning more effectively
Make your learning multisensory. The more senses you use, the better you remember.
Create and use frameworks on which to ‘hang’ your knowledge; they are powerful tools to help you remember and learn.
The logical clinical reasoning process, the framework at the heart of this book, is specifically designed to help you become a more effective veterinarian, especially when faced with the unexpected.
References
1 Ebbinghaus, H. 1885. Memory: A Contribution to Experimental Psychology (translated: Ruger, H. A., and Clara E. Bussenius, 1913). http://nwkpsych.rutgers.edu/~jose/courses/578_mem:learn/2012/readings/Ebbinghaus_1885.pdf.
2 Flanagan, K. 1996. Maximum Points, Minimum Panic: The Essential Guide to Surviving Exams. Dublin: Marino Books.
CHAPTER 2 Introduction to logical clinical problem‐solving
Jill E. Maddison1 and Holger A. Volk2
1 Department of Clinical Science and Services, The Royal Veterinary College, London, UK
2 Department of Small Animal Medicine and Surgery, University of Veterinary Medicine Hannover, Hannover, Germany
The why
The aim of this book is to assist you to develop a structured and pathophysiologically sound approach to the diagnosis of common clinical problems in small animal practice.
The development of a sound basis for clinical problem‐solving provides you, a current or future veterinarian, with the foundation and scaffolding to allow you to potentially reach a diagnosis regardless of whether you have seen the disorder before.
Furthermore, the method presented in this book will help you avoid being stuck trying to remember long differential lists and hence free your thinking skills to solve complex medical cases.
The aim of the book is not to bombard you with details of different diseases – there are many excellent textbooks and other resources that can fulfil this need. What we want to provide you with is a framework by which you can solve clinical problems and place your veterinary knowledge into an appropriate problem‐solving context.
Introduction to clinical reasoning
We all remember our first driving lessons, which may have been quite challenging – for us and/or our instructors! We had to think actively about many factors to ensure we drove safely. The more experienced we became at driving, the more non‐driving‐associated tasks, such as talking to our passengers, listening to the radio and changing the radio channels, we were able to do while driving. If we had attempted any of these tasks at the beginning of our driver training, we might have had an accident. As we become more experienced at a task, we need to think less about it, as we move to what is known as unconscious competence (Figure 2.1).
Figure 2.1 Skill acquisition pathway. (This pathway can apply to the acquisition of any skill.)
We see a similar process in clinical education. During the progression from veterinary student to experienced clinician, knowledge and skills are initially learnt in a conscious and structured way. Veterinary undergraduate education in most universities is therefore based on systems teaching, discipline teaching, species teaching
