So those illness script actually get generated and actually sort
of accrue over time.
And they require exposure and they require experience.
And somehow over time and with experience People become expert.
And we talked a little bit before in some of the previous videos about expertise.
And so really the magic happens for a learner when they can figure out how
to place their knowledge silos that they've
accrued by sitting in lecture halls or individually
learning topics Into one box for their cognitive use.
So then they can take those silos and actually put
them together, so that then they can make a diagnosis.
And that's what I talk about when I do clinical teaching.
Is, you know, you spent two years sitting in a lecture hall, basically.
And we taught you all the heart information in one bucket.
And we taught you everything about the lung,
and lung disease, and lung medications, and lung treatment,
in a bucket. And we segregated out patient care.
We talked about how do you care for people and what does postoperative
surgical nursing look like and what does intensive care nursing look like it.
So we talked everybody in the bucket and they've
created these sort of mental models that could be
very linear and the track is getting to put
all those silos Into one box of diagnostic reasoning.
So they can create their own illness scripts, and
their own connections and understandings between all of that different foundational
knowledge they possess. So what do we do when we make a diagnosis?
Well, like I said we gather data right?
We get history, we get a physical exam and then those basic facts, whether
it's the epidemiology of the individual if it's you know, a male or a female.
Or pre menopausal,
post menopausal, those sorts of words trigger things
for us as experts and we start to
dial up all the illness scripts that may
be in play as we're thinking about a patient.