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Showing Your Thinking: Using Mind Maps to Understand the Gaps Between Experienced Emergency Physicians and Their
Kira Gossack-Keenan1, Kerstin De Wit2, Emily Gardiner3
1University of British Columbia Vancouver British Columbia Canada.
AEM Education and Training
|January 29, 2020
Summary
Medical educators often skip steps in diagnostic reasoning, creating gaps for students. Mind mapping reveals these gaps, suggesting teaching improvements for emergency physicians (EPs) to enhance medical education.
Area of Science:
- Medical Education
- Cognitive Science
- Clinical Reasoning
Background:
- Clinical teaching faculty utilize diagnostic schemas.
- A gap exists in medical student interpretation due to differing schemas.
- Mind mapping can explore expert thinking and identify these interpretation gaps.
Purpose of the Study:
- To explore expert thinking processes using mind maps.
- To identify gaps between expert diagnostic schemas and student interpretations.
- To improve medical education by understanding reasoning discrepancies.
Main Methods:
- A novel mind-mapping approach was employed.
- Nine emergency physicians (EPs) created mind maps of diagnostic reasoning.
- Medical students interviewed EPs to clarify mind maps, with a coding framework analyzing discrepancies.
Main Results:
- All mind maps showed discrepancies between expert and novice interpretations.
- A conceptual framework identified substantive amendments (e.g., incomplete mapping) and clarifications needed.
- Qualitative analysis revealed common teaching omissions.
Conclusions:
- Emergency physician teachers commonly make reasoning jumps, including incomplete mapping and requiring clarifications.
- Educating EPs on these reasoning gaps can refine teaching methods.
- Mind mapping is a valuable tool for understanding and improving clinical reasoning instruction.
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