当常见的认知偏见影响脱口秀对话时
Michael J Meguerdichian1,2, Dana George Trottier3, Kimberly Campbell-Taylor4
1Institute for Simulation and Advanced Learning, 1400 Pelham Parkway S, Bronx, NY, 10461, USA. michael.meguerdichian@nychhc.org.
Advances in simulation (London, England)
|December 19, 2024
概括
在医疗保健报告中,认知偏见可能会通过影响反思和报告员的行动来阻碍学习. 意识和缓解策略对于有效的基于模拟的教育至关重要.
科学领域:
- 医学教育 医学教育
- 认知心理学 认知心理学
背景情况:
- 医疗报告是基于模拟的学习的关键组成部分,需要复杂的认知处理.
- 快速 (无意识) 和缓慢 (有意) 的思维都在解答期间进行.
- 认知偏见可能来自快速思考,可能会影响反思和学习成果.
研究的目的:
- 提高人们对医疗保健中常见的认知偏见的认识.
- 突出这些偏见对汇报有效性的潜在负面影响.
- 强调需要教师发展关于模拟教育中的认知偏见的必要性.
主要方法:
- 这篇文章回顾了关于认知偏见的文献,以及它们在医疗保健汇报中的应用.
- 它讨论了偏见如何影响debriefer行为和策略.
- 它探讨了可能受到偏见影响的解答会议的基本方面.
主要成果:
- 认知偏见可以无意识地影响debriefer的行动和决策.
- 偏见可能会扭曲反思过程,破坏教育目标.
- 医疗保健模拟的扩展需要解决教师培训中的偏见.
结论:
- 识别和管理认知偏见对于优化从医疗保健汇报中学习至关重要.
- 教师必须具备识别和减轻基于模拟的培训中的偏见的能力.
- 需要进一步的研究和教师发展,以解决认知偏见的影响.
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