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Journal of Biomedical Education
Volume 2014 (2014), Article ID 161204, 6 pages
http://dx.doi.org/10.1155/2014/161204
Research Article

Self-Assessment of Problem Solving Disposition in Medical Students

Tecnológico de Monterrey School of Medicine and Health Sciences, Avenida Morones Prieto 3000 Pte., Colonia Los Doctores, 64710 Monterrey, NL, Mexico

Received 30 April 2014; Revised 14 July 2014; Accepted 24 July 2014; Published 18 August 2014

Academic Editor: James J. Brokaw

Copyright © 2014 Silvia Lizett Olivares-Olivares and Mildred Vanessa López-Cabrera. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.