By Efim Benenson
Many younger, green medical professionals, have difficultly pinpointing a analysis: Is it a to which yes illnesses might belong, or a sickness definable according to definite standards? How am i able to observe my simple wisdom of illnesses to a true sufferer? How am i able to locate the proper prognosis for a ailment that i'm seeing for the first actual time? the normal diagnostic pathways conveyed by means of present equipment of educating, from visible id of the affliction, wisdom of illnesses, realizing of indicators or styles to analysis, depart convinced diagnostic questions unanswered, specifically on first adventure of this sort of scientific trend. Syndrome-based method of prognosis: a pragmatic consultant deals academics an alternate education proposal of their instructing, which gives scholars with a version for self-study in addition to the academic instruments for studying tips to imagine in scientific terms.
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Additional resources for Syndrome-based Approach to Diagnosis: A Practical Guide
4. Spencer J. Learning and teaching in the clinical environment. BMJ. 2003;326:591–4. 5. Da Silva JAP, Woolf AD. Rheumatology in practice. London: Springer; 2010. 6. Benenson E. Rheumatology. Syndromes and algorithms. A textbook and practical guide for doctors, rheumatologists and students. Aachen, Germany: Shaker Media; 2009 [German]. 7. Benenson E. Rheumatology. Symptoms and syndromes. London: Springer; 2011. 8. Benenson E. Rheumatology. Clinical scenarios. London: Springer; 2011. Chapter 3 Objectives Central to Clinical Teaching • The objectives of practice-oriented clinical teaching are not clearly defined and cannot be identified and implemented systematically in didactic concepts.
P. 17 [Russian]. 2. Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65:563–7. 3. Dale E. Audio visual methods of teaching, Cone of learning and experience (learning pyramid), New York: Dryden Press; 1946. p. 42. Chapter 6 New Didactic Approaches to Clinical Teaching • The curriculum of practical teaching (Chap. 4) with practice-oriented objectives (Chap. 3) can only be realized in the context of new didactic approaches. • Such approaches (Sects. 5) have different starting points for diagnosis: from morphological manifestations and a specific clinical pattern through syndrome-oriented organization of the diseases, the algorithms of the diagnostic decision and thinking, and active, independent learning.
The third level of training (ability) entails practical learning together with achievement (level 4) and represents the true essence of medical practice. A distinction should be made between four training levels  which generally apply to any teaching system: 1. Training level 1 is the concept of making oneself familiar with knowledge. It foresees the comprehension of information which is already known (read, heard, seen). Having said that, theoretical knowledge, for example, new methods of diagnosis, new therapeutic options, or prognostic criteria, is of great practical significance in training as well as further education and above all to specialists, resulting in creative ability and achievement.