17-11
Follow-up to the two ‘detective stories’
After the first class on scientific problem solving has been given, use every
opportunity for students to try the new method. Several follow-up classes may
also be helpful. The group can act out additional role plays to practice solving or
diagnosing problems with the step-by-step approach.
Give special emphasis to step 7—careful consideration of different
possibilities. Encourage students to make a habit of asking themselves, “What
are all the possible causes of this problem?” Have them ask questions and do tests
to find out which possibilities are most likely. This process of systematically
eliminating different possibilities is basic to the scientific method.
Special emphasis should also be given to the
importance of maintaining ‘doubt throughout’. It is best
to never be absolutely sure of a diagnosis; that would
mean closing your mind to the possibility of error. The
health worker should always be ready to consider new
information and possibilities.
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Some of the best chances to practice step-by-step problem solving come during
clinical practice and on home visits to sick persons. Instructors can reinforce the
students’ understanding and use of scientific method by making sure they always
follow the steps systematically.
The instructor can do much to help students develop a scientific approach to solving
problems, both in clinical practice and in role plays. (See Chapter 21.)
The scientific approach to problem solving is especially important for diagnosing
and treating health problems. But it has many other applications. If health workers
are to help people find their own answers to the problems that most affect their
lives, step-by-step problem solving is an essential tool.
For ideas on helping people analyze social problems, see Chapter 26.