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Abstract
Background: Teaching directly what physicians learn from experience may not be feasible; however, we need to know more about it.
Purposes: To determine if physicians are aware of their knowledge‐in‐action, how and when it was learned, and if they view this knowledge as important for students and residents.
Methods: Six physicians were videotaped examining a standardized patient complaining of chest pains and afterwards commented on their own performance in cued recall (Phase 1). Weeks later, they viewed a 3rd‐year student examining the same patient (Phase 2). Experimenters discussed the knowledge‐in‐action found in Phase 1 with physicians in Phase 2.
Results: Physicians were often unaware of the automoticity with which they applied this knowledge but ususally decided that it would be important for their students and residents to learn.
Conclusions: Identifying knowledge‐in‐action capabilities may help physicians focus advice and experiences for students.