The impact of selected contextual factors on experts' clinical reasoning performance (does context impact clinical reasoning performance in experts?)

Advances in Health Sciences Education

Volumn 17, Issue 1, 2012, Pages 65-79

  Durning, Steven J ^a   Artino, Anthony R ^a   Boulet, John R ^b   Dorrance, Kevin ^a   van der Vleuten, Cees ^c   Schuwirth, Lambert ^c  

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

^b FOUNDATION FOR ADVANCEMENT OF INTERNATIONAL MEDICAL EDUCATION AND RESEARCH   (United States)

^c MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Clinical reasoning; Context specificity; Expertise; Medical education; Quantitative methods

Indexed keywords

EID: 85027953995     PISSN: 13824996     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10459-011-9294-3     Document Type: Article

References (25)

1. Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence, 149, 91-130.
2. Baddeley, A. D. (1986). Working memory. Oxford: Clarendon.
3. Baddeley, A. D. (1992). Working Memory. Science, 255(5044), 556-559.
4. Bordage, G. (1994). Elaborated knowledge: a key to successful diagnostic thinking. Academic Medicine, 69, 883-885.
5. Bordage, G., & Lemieux, M. (1991). Semantic structures and diagnostic thinking of experts and novices. Academic Medicine, 65, S70-S72.
6. Clauser, B. E., Balog, K., Harik, P., Mee, J., & Kahramen, N. (2009). A multivariate generalizability analysis of history-taking and physical examination scores from the USMLE step 2 clinical skills examination. Academic Medicine, 84, S86-S89.
7. Durning, S. J., Artino, A. R., Pangaro, L. N., van der Vleuten, C., & Schuwirth, L. (2010a). Redefining context in the clinical encounter: Implications for research and training in medical education. Academic Medicine, 85, 894-901.
8. Durning, S. J., Artino, A. R., Boulet, J., LaRochelle, J., van der Vleuten, C. P. M., & Schuwirth, L. (2011a). The feasibility, reliability, and validity of a post-encounter form (PEF) for evaluating clinical reasoning. Medical Teacher (accepted).
9. Durning, S. J., Artino, A. R., Boulet, J., van der Vleuten, C. P. M., LaRochelle, J., Arze, B., et al. (2010b). Making use of contrasting participant views of the same encounter. Medical Education, 44, 953-961.
10. Durning, S. J., Artino, A. R., van der Vleuten, C. P. M., Pangaro, L., & Schuwirth, L. (2011b). Context and clinical reasoning: understanding the situation from the perspective of the expert's voice. Medical Education (accepted).
11. Durning, S. J., LaRochelle, J., Pangaro, L. N., Artino, A. R., Boulet, J., van der Vleuten, C. P. M., & Schuwirth, L. (2011c). Does the authenticity of preclinical teaching format affect clinical clerkship outcomes: A prospective randomized crossover trial. Teaching and Learning in Medicine (in review).
12. Elstein, A. S., Shulman, L. S., & Sprafka, S. A. (1990). Medical problem solving: A ten-year retrospective study. Evaluation & the Health Professions, 13, 5-36.
13. Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (Eds.). (2006). The Cambridge handbook of expertise and expert performance. New York, NY: Cambridge University Press.
14. Eva, K. W. (2011). On the relationship between problem-solving skills and professional practice. In Elaborating professionalism innovation and change in professional education (pp. 17-34). London: Springer.
15. Eva, K. A., Neville, A. J., & Norman, G. R. (1998). Exploring the etiology of content specificity: Factors influencing analogic transfer and problem solving. Academic Medicine, 73, S1-S5.
16. La Rochelle, J., Durning, S. J., Pangaro, L. N., Artino, A. R., Boulet, J., van der Vleuten, C. P. M., Schuwirth, L. (2011). The effect of increasing authenticity of instructional format on student performance: A prospective randomized trial. Medical Education (accepted).
17. Lindstom, A., Villing, J., Larsson, S., Seward, A., Aberg, N., & Holtelius, C. (2008). The effect of cognitive load on disfluencies during in-vehicle spoken dialogue. In Proceedings of interspeech.
18. Monajemi, A., Rikers, R. M. J. P., & Schmidt, H. G. (2007). Clinical case processing: A diagnostic versus a management focus. Medical Education, 41, 1166-1172.
19. Norman, G. R., Tugwell, P., Feightner, J. W., Muzzin, L. G., & Jacoby, L. L. (1995). Knowledge and clinical problem solving. Medical Education, 19, 344-356.
20. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.
21. Pangaro, L. (1999). A new vocabulary and other innovations for improving descriptive in-training evaluations. Academic Medicine, 74(11), 1203-1207.
22. Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. New York, NY: Cambridge University Press.
23. van Merrienboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
24. van Merrienboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44, 85-93.
25. Villing, J. (2009). Dialogue behavior under high cognitive load. In Proceedings of SIGDIAL 2009: The 10th annual meeting of the special interest group in discourse and dialogue, pp. 322-325.