Broadening our understanding of clinical quality: From attribution error to situated cognition

Clinical Pharmacology and Therapeutics

Volumn 91, Issue 2, 2012, Pages 167-169

  Artino, A R ^a   Durning, S J ^a   Waechter, D M ^b   Leary, K L ^a   Gilliland, W R ^b  

^a Uniformed Services University of the Health Sciences   (United States)

^b UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL DECISION MAKING; CLINICAL PRACTICE; COGNITION; FUNDAMENTAL ATTRIBUTION ERROR; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL ERROR; PATIENT CARE; PHYSICIAN; PHYSICIAN ATTITUDE; POLICY; PRIORITY JOURNAL; REVIEW; SOCIAL PSYCHOLOGY;

EID: 84855944649     PISSN: 00099236     EISSN: 15326535     Source Type: Journal    
DOI: 10.1038/clpt.2011.229     Document Type: Review

References (5)

1. Ross, L. The intuitive psychologist and his shortcomings: distortions in the attribution process. In Advances in Experimental Social Psychology, Vol. 10 (ed. Berkowitz, L.) 173-220 (Academic Press, New York, 1977).
2. Kennedy, M.M. Teacher Assessment and the Quest for Teacher Quality: A Handbook (Jossey-Bass, San Francisco, CA, 2010).
3. Durning, S.J., Artino, A.R. Jr, Pangaro, L.N., van der Vleuten, C. & Schuwirth, L. Perspective: redefining context in the clinical encounter: implications for research and training in medical education. Acad. Med. 85, 894-901 (2010).
4. Lave, J. & Wenger, E. Situated Learning: Legitimate Peripheral Participation (Cambridge University Press, Cambridge, UK, 1990).
5. Wilson, B.G. & Myers, K.M. Situated cognition in theoretical and practical context. In Theoretical Foundations of Learning Environments (eds. Jonassen, D. & Myers, K.M.) 57-88 (Erlbaum, Mahwah, NJ, 1999).