Reframing diagnostic error: Maybe it's content, and not process, that leads to error

Academic Emergency Medicine

Volumn 21, Issue 8, 2014, Pages 931-933

  Sherbino, Jonathan ^a   Norman, Geoffrey R ^a  

^a MCMASTER UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ATTENTION; COGNITION; HUMANS; PHYSICIANS; PREJUDICE;

EID: 84906828777     PISSN: 10696563     EISSN: 15532712     Source Type: Journal    
DOI: 10.1111/acem.12440     Document Type: Note

References (32)

1. Chisholm CD, Collison EK, Nelson DR, Cordell WH,. Emergency department workplace interruptions: are emergency physicians "interrupt-driven" and "multitasking"? Acad Emerg Med 2000; 7: 1239-43.
2. Chisholm CD, Weaver CS, Whenmouth L, Giles B,. A task analysis of emergency physician activities in academic and community settings. Ann Emerg Med 2011; 58: 117-22.
3. Westbrook JI, Coiera E, Dunsmuir WT, et al. The impact of interruptions on clinical task completion. Qual Saf Health Care 2010; 19: 284-9.
4. Graber ML,. The incidence of diagnostic error in medicine. BMJ Qual Saf 2013; 22 (Suppl 2):ii 21-7.
5. Croskerry P,. Clinical cognition and diagnostic error: applications of a dual process model of reasoning. Adv Health Sci Educ 2009; 14: 27-35.
6. Croskerry P,. Cognitive forcing strategies in clinical decision making. Ann Emerg Med. 2003; 41: 110-20.
7. Kahneman D,. Thinking, Fast and Slow. New York, NY: Farrar, Straus and Giroux, 2011.
8. Evans JS,. Dual processing accounts of reasoning, judgment and social cognition. Annu Rev Psychol 2008; 59: 255-78.
9. Custers EJ,. Medical education and cognitive continuum theory: an alternative perspective on medical problem solving and clinical reasoning. Acad Med 2013; 88: 1074-80.
10. Lloyd FJ, Reyna VF,. Clinical gist and medical education: connecting the dots. JAMA 2009; 302: 1332-3.
11. Sherbino J, Dore KL, Siu E, Norman GR,. The effectiveness of cognitive forcing strategies to decrease diagnostic error: an exploratory study. Teach Learn Med 2011; 23: 78-84.
12. Sherbino J, Kulasegaram K, Howey E, Norman G,. Ineffectiveness of cognitive forcing strategies to reduce biases in diagnostic reasoning: a controlled trial. Can J Emerg Med 2014; 16: 34-40.
13. Sherbino J, Dore KL, Wood TJ, et al. The relationship between response time and diagnostic accuracy. Acad Med 2012; 87: 785-91.
14. Norman GR, Sherbino J, Dore K, et al. The etiology of diagnostic errors: a controlled trial of system 1 vs. system 2 reasoning. Acad Med 2014; 89: 277-84.
15. Ilgen JS, Bowen JL, McIntyre LA, et al. The impact of instruction to use first impressions or directed search on candidate diagnostic performance and the utility of vignette-based assessment. Acad Med 2013; 88: 1545-51.
16. Mamede S, Schmidt HG, Rikers RM, Custers EJ, Splinter TA, Van Saase JL,. Conscious thought beats deliberation without attention in diagnostic decision-making: at least when you are an expert. Psychol Res 2010a; 74: 586-92.
17. Mamede S, van Gog T, Sampaio AM, de Faria RM, Maria JP, Schmidt HG,. How can students' diagnostic competence benefit most from practice with clinical cases? The effects of structured reflection on future diagnosis of the same and novel diseases. Acad Med 2014; 89: 121-7.
18. Monteiro SD, Sherbino JD, Ilgen JS, et al. Disrupting diagnostic reasoning: the effect of interruptions on the diagnostic performance of residents and emergency physicians. Acad Med 2014; 89:in press.
19. Croskerry P, Petrie DA, Reilly JB, Tait G,. Deciding about fast and slow decisions. Acad Med 2014; 89: 197-200.
20. Mamede S, van Gog T, van den Berge K, et al. Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents. JAMA 2010b; 304: 1198-203.
21. La Rochelle JS, Durning SJ, Pangaro LN, Artino AR, van der Vleuten CP, Schuwirth L,. Authenticity of instruction and student performance: a prospective randomised trial. Med Educ 2011; 45: 807-17.
22. Lopes L,. The rhetoric of irrationality. Theory Psychol 1991; 1: 65-82.
23. Accreditation Council for Graduate Medical Education. Clinical Learning Environment Review (CLER) Program. Available at: http://www.acgme.org/acgmeweb/ tabid/436/ProgramandInstitutionalAccreditation/NextAccreditationSystem/ ClinicalLearningEnvironmentReviewProgram.aspx. Accessed Jun l, 2014.
24. Frank JR, Brien S, (editors); Safety Competencies Steering Committee. The Safety Competencies: Enhancing Patient Safety Across the Health Professions. Ottawa, ON: Canadian Patient Safety Institute, 2008.
25. Zwaan L, Thijs A, Wagner C, van der Waal G, Timmermans DR,. Relating faults in reasoning with diagnostic error and patient safety. Acad Med 2012; 87: 149-56.
26. Tricot A, Sweller J,. Domain specific knowledge and why teaching generic skills does not work. Educ Psychol Rev 2014; 26: 265-83.
27. Ericsson KA,. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004; 79: S70-81.
28. Pusic MV, Kessler D, Szyld D, Kalet A, Pecaric M, Boutis K,. Experience curves as an organizing framework for deliberate practice in emergency medicine learning. Acad Emerg Med 2012; 19: 1476-80.
29. Pusic M, Pecaric M, Boutis K,. How much practice is enough? Using learning curves to assess the deliberate practice of radiograph interpretation. Acad Med 2011; 86: 731-6.
30. Norman GR,. Medical education: past present future. Perspect Med Educ 2012; 1: 6-14.
31. Hatala RM, Brooks LR, Norman GR,. Practice makes perfect: the critical role of mixed practice in the acquisition of ECG interpretation skills. Adv Health Sci Educ 2003; 8: 17-26.
32. Birkmeyer JD, Finks JF, O'Reilly A, et al. Michigan Bariatric Surgery Collaborative. Surgical skill and complication rates after bariatric surgery. N Engl J Med 2013; 369: 1434-42.