In general, the ability to solve problems includes an inquiring process that incorporates the details of an undesired situation to select the most suitable solution.
Williams and Reid  state that the mental process required to solve a problem includes understanding the problem, describing its context, and identifying the decisions to be analyzed.
Those skills are as follows: The private university is interested in the assessment of the level of acquisition of competencies in their students, including their attitudes towards competencies, to fulfill the mission statement and to certify the competence of future physicians in their accreditation requirements.
Epstein and Hundert  define competence as the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotion, values, and reflection in daily practice for the benefit of the individual and the community being served.
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 method consisted of several phases: (1) design a competency disposition model, (2) determine the items to assess students’ performance based on the model, (3) validate and update items with experts, and (4) apply the test and analyze results.The following description of this method is regarding the problem solving disposition section of the Individual Generic Skills Test.court states that such a court seeks to 'address the underlying problems of individual litigants, the social problems of communities [and] the structural and operational problems of a fractured justice system.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 2014Academic Editor: James J.It is an excellent teaching procedure but is also helpful in maintaining the correct perspective in the patient's program.a system of diagnosis that starts off with the cardinal sign presented by the patient and proceeds in steps to identify the body system involved, the part of the system affected, the nature of the lesion and the cause of the basis of clinical veterinary (and most other) education; learning diagnosis by practicing resolving clinical problems—the essential problem being 'which disease is most likely to be the cause of the syndrome presented by this patient'.process is fairly straightforward, with limited opportunity for updating the problem schema, such that mental effort is mainly invested in manipulating operations to change initial states toward some target state.the process of recognizing a problem, defining it, identifying alternative plans to resolve the problem, selecting a plan, organizing steps of the plan, implementing the plan, and evaluating the outcome; a herds which do not respond to the general control program for a particular disease and require special examination to elucidate the error and additional control measures to overcome it, e.g.a mastitis problem herd with a bacterially contaminated water supply.a system of managing patients based on the recognition of the patient's problems as targets for correction, planning the treatment program to achieve that, and assessing performance in terms of results with each of the problems and with the case overall.Interpersonal skills consider the relationship with others, and systemic skills are those required to manage complex and multiple variables.Although several authors agree on the importance of developing generic skills in medical students, they propose different approaches to assess their competence [1, 3–5].