Developing competence in diagnostic palpation: Perspectives from neuroscience and education
Abstract
Palpation plays a central role in osteopathic clinical decision making, yet
it is one of the hardest clinical skills to develop, teach, and assess. In fact, it could
be argued that osteopaths literally diagnose with most of their senses. Information
conveyed by the osteopath’s different senses is processed and interpreted in his/
her brain, taking into consideration the relevant anatomical, physiological, and
pathological knowledge, osteopathic models of care, and the osteopath’s own clinical
experience. It has been claimed that expert clinicians demonstrate palpatory
literacy to the extent that they often speak of having ‘listening’ or ‘seeing’ hands.
Considering the plastic nature of the human brain, we argue that that the development
of palpatory diagnostic expertise is likely to be associated with behavioural,
neuroanatomical, and neurophysiological adaptive changes. Building upon the
initial findings of our ongoing research examining the neural and behavioural correlates
of diagnostic expertise in osteopathy and on evidence from the fields of cognitive
neuroscience, experimental psychology, and medical cognition, this paper
proposes ways in which the development of competence in diagnostic palpation
can be optimised. We propose that as students progress through their programme
of study, they should be encouraged to use available opportunities to experience
normal and altered patterns of structure and function; and reflect on the validity
.and reliability of their diagnostic judgements.
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مقاله جدید لاتین با موضوع نوروساینس (2014)