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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Published on: February 16, 2011

Understanding cognitive errors in clinical decision-making: a Q methodology approach.

Samaneh Zangooeidovvom1, Fariba Jokar1, Athar Omid2

  • 1Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.

BMC Medical Education
|May 7, 2026
PubMed
Summary
This summary is machine-generated.

Cognitive error styles in pediatric trainees vary, stemming from personality, not just knowledge gaps. Identifying these diverse diagnostic reasoning profiles is key for tailored medical education strategies.

Keywords:
Cognitive errorMedical studentsQ-methodology

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Published on: January 11, 2020

Area of Science:

  • Medical Education
  • Cognitive Psychology
  • Patient Safety

Background:

  • Diagnostic errors are a major cause of patient harm, often rooted in cognitive factors.
  • Understanding cognitive error styles in medical trainees is crucial for improving clinical decision-making (CDM).
  • Previous research has not fully detailed decision-maker characteristics relevant to cognitive errors in trainees.

Purpose of the Study:

  • To explore and define cognitive error styles among pediatric medical trainees.
  • To identify specific decision-maker characteristics contributing to diagnostic errors.
  • To characterize the subjective experiences of trainees regarding cognitive errors.

Main Methods:

  • Q-methodology was employed, combining qualitative and quantitative approaches.
  • 48 pediatric trainees from a referral hospital participated.
  • Participants sorted 58 statements to identify distinct cognitive error patterns.

Main Results:

  • Eight distinct cognitive error profiles were identified, explaining 66% of the variance.
  • Profiles include "Pressure & Authority-Driven Reasoner" (19%) and "Self-Oriented Reasoner" (13%).
  • Preliminary findings suggest age and experience correlate with specific error profiles.

Conclusions:

  • Diagnostic errors result from diverse cognitive styles and personality traits, not solely knowledge deficits.
  • Recognizing distinct diagnostic reasoning profiles is essential for developing targeted educational interventions.
  • Developmentally informed strategies are needed to address varied cognitive error styles in trainees.