1,687
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Teaching medical students to apply deliberate reflection

ORCID Icon, , , , , & show all

References

  • Berner ES, Graber ML. 2008. Overconfidence as a cause of diagnostic error in medicine. Am J Med. 121(5 Suppl):S2–S23. doi:10.1016/j.amjmed.2008.01.001.
  • Cicchetti DV. 1994. Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychol Assess. 6(4):284–290. doi:10.1037/1040-3590.6.4.284.
  • Cohen J. 1988. Statistical power analysis for the behavioral sciences. 2 ed. Hillsdale: Lawrence Erlbaum Associates.
  • Costa Filho GB, Moura AS, Brandão PR, Schmidt HG, Mamede S. 2019. Effects of deliberate reflection on diagnostic accuracy, confidence and diagnostic calibration in dermatology. Perspect Med Educ. 8(4):230–236. doi:10.1007/s40037-019-0522-5.
  • Croskerry P. 2003. The importance of cognitive errors in diagnosis and strategies to minimize them. Acad Med. 78(8):775–780. doi:10.1097/00001888-200308000-00003.
  • Hoogerheide V, Renkl A, Fiorella L, Paas F, Van Gog T. 2019. Enhancing Example-Based Learning: teaching on Video Increases Arousal and Improves Problem-Solving Performance. J Educ Psychol. 111(1):45–56. doi:10.1037/edu0000272.
  • Ibiapina C, Mamede S, Moura A, Elói-Santos S, Van Gog T. 2014. Effects of free, cued and modelled reflection on medical students’ diagnostic competence. Med Educ. 48(8):796–805. doi:10.1111/medu.12435.
  • Kostopoulou O, Russo JE, Keenan G, Delaney BC, Douiri A. 2012. Information Distortion in Physicians’ Diagnostic Judgments. Med Decis Making. 32(6):831–839. doi:10.1177/0272989X12447241.
  • Kuhn J, Mamede S, Van den Berg P, Zwaan L, van Peet PG, Bindels P, Van Gog T. Forthcoming 2021. Learning deliberate reflection in medical diagnosis: does Learning-by-Teaching Help? Manuscript submitted for publication.
  • Kuhn J, Van den Berg P, Mamede S, Zwaan L, Diemers A, Bindels P, Van Gog T. 2020. Can we teach reflective reasoning in general-practice training through example-based learning and learning by doing? Health Prof Educ. 6(4):506–515. doi:10.1016/j.hpe.2020.07.004.
  • Lambe KA, Reilly G, Kelly BD, Curristan S. 2016. Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review. BMJ Qual Saf. 25(10):808–820. doi:10.1136/bmjqs-2015-004417.
  • Mamede S, Figueiredo‐Soares T, Elói Santos SM, Faria RMD, Schmidt HG, Gog T. 2019. Fostering novice students’ diagnostic ability: the value of guiding deliberate reflection. Med Educ. 53(6):628–637. doi:10.1111/medu.13829.
  • Mamede S, Schmidt HG, Penaforte JC. 2008. Effects of reflective practice on the accuracy of medical diagnoses. Med Educ. 42(5):468–475. doi:10.1111/j.1365-2923.2008.03030.x.
  • Mamede S, Schmidt HG, Rikers RM, Penaforte JC, Coelho-Filho JM. 2008. Influence of perceived difficulty of cases on physicians’ diagnostic reasoning. Acad Med. 83(12):1210–1216. doi:10.1097/ACM.0b013e31818c71d7.
  • Mamede S, Schmidt HG, Rikers RMJP, Penaforte JC, Coelho-Filho JM. 2007. Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning. Med Educ. 41(12):1185–1192. doi:10.1111/j.1365-2923.2007.02921.x.
  • Mamede S, Van Gog T, Moura AS, De Faria RM, Peixoto JM, Rikers RM, Schmidt HG. 2012. Reflection as a strategy to foster medical students’ acquisition of diagnostic competence. Med Educ. 46(5):464–472. doi:10.1111/j.1365-2923.2012.04217.x.
  • Mamede S, Van Gog T, Van den Berge K, Rikers RM, Van Saase JL, Van Guldener C, Schmidt HG. 2010. Effect of availability bias and reflective reasoning on diagnostic accuracy among internalmedicine residents. JAMA. 304(11):1198–1203. doi:10.1001/jama.2010.1276.
  • Noyer AL, Esteves JE, Thomson OP. 2017. Influence of perceived difficulty of cases on student osteopaths’ diagnostic reasoning: a cross sectional study. Chiropr Man Therap. 25:32–32. doi:10.1186/s12998-017-0161-z.
  • Paas F. 1992. Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. J Educ Psychol. 84(4):429–434. doi:10.1037/0022-0663.84.4.429.
  • Prakash S, Sladek RM, Schuwirth L. 2019. Interventions to improve diagnostic decision making: a systematic review and meta-analysis on reflective strategies. Med Teach. 41(5):517–524. doi:10.1080/0142159X.2018.1497786.
  • Schmidt HG, Boshuizen HPA. 1993. On Acquiring Expertise in Medicine. Educ Psychol Rev. 5(3):205–221. doi:10.1007/BF01323044.
  • Schmidt HG, Rikers RMJP. 2007. How expertise develops in medicine: knowledge encapsulation and illness script formation. Med Educ. 41(12):1133–1139.
  • Schmidt HG, Van Gog T, Schuit SC, Van den Berge K, Van Daele PL, Bueving H, Van der Zee T, Van den Broek WW, Van Saase JL, Mamede S. 2017. Do patients’ disruptive behaviours influence the accuracy of a doctor’s diagnosis? A randomised experiment. BMJ Qual Saf. 26(1):19–23. doi:10.1136/bmjqs-2015-004109.
  • Van Gog T, Rummel N. 2010. Example-based learning: integrating cognitive and social-cognitive research perspectives. Educ Psychol Rev. 22(2):155–174. doi:10.1007/s10648-010-9134-7.
  • Wallsten TS. 1981. Physician and medical student bias in evaluating diagnostic information. Med Decis Making. 1(2):145–164. doi:10.1177/0272989X8100100205.