教医学生如何运用故意反思
Josepha Kuhn1,2, Silvia Mamede2,3, Pieter van den Berg1
1Department of General Practice, Erasmus Medical Centre, Rotterdam, The Netherlands.
Medical teacher
|July 4, 2023
概括
教医学生刻意反思提高了他们的诊断推理. 这种方法增强了病例特征的回忆,特别是用于替代诊断,有助于错误修复.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
- 诊断推理 诊断推理
背景情况:
- 诊断错误是医疗保健中的一个重大问题.
- 刻意反思已经显示出减轻诊断错误的承诺.
研究的目的:
- 为了评估教学有意反思医学学生的有效性.
- 要确定是否使用故意反思受到感知案例困难的影响.
主要方法:
- 119名医学学生被分配到一个有意识的反思小组或控制小组.
- 参与者解决了诊断案例,通过回忆歧视性特征来衡量反射.
- 通过向参与者告知即将到来的具有挑战性的案例来操纵案例难度.
主要成果:
- 与对照组相比,故意反思组回忆了更多的替代诊断特征 (p=0.013).
- 刻意反思小组的学生回忆起了更多与他们提供的初始病例诊断相关的特征 (p=0.004).
- 对于更困难的病例,没有观察到与提供的诊断相关的特征回忆的显著差异.
结论:
- 学习故意反思可以提高学生在随后的案例解决中反思性的推理.
- 这项研究表明,故意反思训练可以改善医学教育中的诊断过程.
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