Theories of Truth and Teaching Clinical Reasoning and Problem Solving

Autor/in	Custers, Eugène J. F. M.
Titel	Theories of Truth and Teaching Clinical Reasoning and Problem Solving
Quelle	In: Advances in Health Sciences Education, 24 (2019) 4, S.839-848 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-09871-4
Schlagwörter	Ethics; Theories; Logical Thinking; Problem Solving; Accuracy; Reliability; Medicine; Medical Education; Clinical Experience; Competence; College Instruction; Undergraduate Students + Suchen Sie Ihr Suchwort? Ethik; Theory; Theorie; Problemlösen; Reliabilität; Medizin; Medizinische Ausbildung; Kompetenz; Hochschullehre
Abstract	In this paper, we will first discuss two current meta-theories dealing with different, aspects of "truth". The first metatheory conceives of truth in terms of coherence (rationality, consistency): a body of knowledge is true when it contains no inconsistencies and has at least some credibility. The second metatheory conceives of truth as correspondence, i.e., empirical accuracy. The two metatheories supplement each other, but are also incommensurable, i.e., they cannot be expressed in each other's terms, for they employ completely different criteria to establish truth (Englebretsen in Bare facts and naked truths: a new correspondence theory of truth, Routledge, London, 2005). We will discuss both the role of both metatheories in medicine, in particular in medical education in a clinical context. In line with Hammond's view (Med Decis Mak 16(3):281-287, 1996a; Human judgment and social policy: irreducible uncertainty, inevitable error, unavoidable injustice, Oxford University Press, New York, 1996b), we will extend the two metatheories to two forms of "competence": coherence competence and correspondence competence, and demonstrate that distinguishing these two forms of competence increases our insights as to the best way to teach undergraduate students clinical problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01