And failing to reflect on how you arrive at a certain diagnosis,

not taking, if you'd like a diagnostic time out

to think about the process you'd use to arrive at a diagnosis.

Now of course, in very scenic clinicians, these all happens inside their head.

You can't see it.

But what we like to do is unpack that a bit for medical students, so

that they develop those skills themselves to monitor how they're thinking and

why they're thinking certain ways.

So I think for anyone attending university, developing those skills

is an essential part of your thinking toolkit for the rest of your life.

[MUSIC]

>> So what I've realized in my teaching is that students are kind of

fixated on actually coming to that one perfect solution.

I think obviously,

you need to get to the solution, but one crucial step in between is missing.

And that crucial step is, what are the different options?

Or what are the different solutions?

So therefore, I think it's really critical when solving a problem,

not straight to go to that one solution, but have a mini step in between.

Where you can identify three or four different solutions and then,

make a cost benefit analysis of each, and then come to a solution.

That is much more solid and people are more likely to believe you.

[MUSIC]

>> When you finished solving the problem, I think it's a very important step

to stand back and realize whether the answer you got makes sense or not.

And there are really two ways of doing that.

The first one is, does it violate anything that shouldn't be violated?

For example, if you're asked to calculate the velocity and it comes out to

be faster than the speed of light, you're probably wrong, because it can't.

Or if the temperature you're asked to calculate is less than the absolute zero.

Then again, you're probably wrong, because nothing can be,

have a lower temperature than that.

And then there's a second kind of class of ways in which you can test your answer and

that is to make, or sorry, to use physics, common sense.

If a temperature comes out to be 5,000 degrees Celsius, for example,

which incidentally is the temperature on the sun.

You're probably wrong,

because nothing on Earth can be as hot unless you take very careful precautions.

And so, I advise students to look at their answers critically,

see if it makes sense and then move on perhaps, to the next problem.