• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利:CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法,用中文像聊天一样搜索,搜遍4000万医学文献。AI智能推荐,让科研检索更轻松。

立即免费搜索

文件翻译

保留排版,准确专业,支持PDF/Word/PPT等文件格式,支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述,25分钟生成高质量综述,智能提取关键信息,辅助科研写作。

立即免费体验

自我反思作为平衡临床推理策略工具的可行性。

Feasibility of self-reflection as a tool to balance clinical reasoning strategies.

机构信息

Department of Medicine, University of Toronto, Canada.

出版信息

Adv Health Sci Educ Theory Pract. 2012 Aug;17(3):419-29. doi: 10.1007/s10459-011-9320-5. Epub 2011 Aug 28.

DOI:10.1007/s10459-011-9320-5
PMID:21874594
Abstract

Clinicians are believed to use two predominant reasoning strategies: system 1 based pattern recognition, and system 2 based analytical reasoning. Balancing these cognitive reasoning strategies is widely believed to reduce diagnostic error. However, clinicians approach different problems with different reasoning strategies. This study explores whether clinicians have insight into their problem specific reasoning strategy, and whether this insight can be used to balance their reasoning and reduce diagnostic error. In Experiment 1, six medical residents interpreted eight ECGs and self-reported their predominant reasoning strategy using a four point scale (4S). Self-assessed reasoning strategy correlated with objective assessment by two clinical experts using a post hoc talk-aloud protocol (ρ = 0.69, p < 0.0001). Reporting an analytic strategy was also associated with 40% longer interpretation times (p = 0.01). In Experiment 2, twenty-four residents were asked to reinterpret eight ECGs with instructions customized to their 4S. Half of the ECGs were reinterpreted with instructions to use the opposite reasoning strategy to that reported, and half with instructions to use the same reasoning strategy. ECG reinterpretation scores did not differ with potentiating compared to balancing reasoning instructions (F(1,188) = 0.22, p = 0.64). However, analytic instructions were associated with improved scores (F(1,188) = 15, p < 0.0001). These data suggest that clinicians are able to recognize their reasoning strategies. However, attempting to balance reasoning strategies through customizable instructions did not result in a reduction in diagnostic errors. This suggests important limitations to the widespread belief in balancing reasoning strategies to reduce diagnostic error.

摘要

临床医生被认为使用两种主要的推理策略

基于系统 1 的模式识别和基于系统 2 的分析推理。平衡这些认知推理策略被广泛认为可以减少诊断错误。然而,临床医生使用不同的推理策略来处理不同的问题。本研究探讨了临床医生是否对其特定问题的推理策略有洞察力,以及这种洞察力是否可以用于平衡他们的推理并减少诊断错误。在实验 1 中,六名住院医生解释了 8 份心电图,并使用四点量表(4S)自我报告他们的主要推理策略。自我评估的推理策略与两位临床专家使用事后大声说出协议的客观评估高度相关(ρ=0.69,p<0.0001)。报告分析策略也与解释时间延长 40%相关(p=0.01)。在实验 2 中,二十四名住院医生被要求根据他们的 4S 重新解释 8 份心电图。一半的心电图被重新解释,指示使用与报告相反的推理策略,另一半则指示使用相同的推理策略。与平衡推理指令相比,增强推理指令并未导致 ECG 重新解释得分的差异(F(1,188)=0.22,p=0.64)。然而,分析指令与提高的得分相关(F(1,188)=15,p<0.0001)。这些数据表明,临床医生能够识别他们的推理策略。然而,通过可定制的指令试图平衡推理策略并没有导致诊断错误的减少。这表明平衡推理策略以减少诊断错误的广泛信念存在重要限制。

相似文献

1
Feasibility of self-reflection as a tool to balance clinical reasoning strategies.自我反思作为平衡临床推理策略工具的可行性。
Adv Health Sci Educ Theory Pract. 2012 Aug;17(3):419-29. doi: 10.1007/s10459-011-9320-5. Epub 2011 Aug 28.
2
Diagnostic error and clinical reasoning.诊断错误与临床推理。
Med Educ. 2010 Jan;44(1):94-100. doi: 10.1111/j.1365-2923.2009.03507.x.
3
The benefits of flexibility: the pedagogical value of instructions to adopt multifaceted diagnostic reasoning strategies.灵活性的益处:采用多方面诊断推理策略的指导的教学价值。
Med Educ. 2007 Mar;41(3):281-7. doi: 10.1111/j.1365-2929.2007.02688.x.
4
Finding and fixing mistakes: do checklists work for clinicians with different levels of experience?发现并纠正错误:检查表对不同经验水平的临床医生有效吗?
Adv Health Sci Educ Theory Pract. 2014 Mar;19(1):43-51. doi: 10.1007/s10459-013-9459-3. Epub 2013 Apr 27.
5
Checklists improve experts' diagnostic decisions.清单可提高专家的诊断决策能力。
Med Educ. 2013 Mar;47(3):301-8. doi: 10.1111/medu.12080.
6
Teaching posttraining: influencing diagnostic strategy with instructions at test.教学后培训:通过测试中的指导影响诊断策略。
J Exp Psychol Appl. 2011 Sep;17(3):195-209. doi: 10.1037/a0024461.
7
Assessing clinical reasoning using a script concordance test with electrocardiogram in an emergency medicine clerkship rotation.在急诊医学实习轮转中,使用心电图脚本一致性测试评估临床推理能力。
Emerg Med J. 2014 Apr;31(4):313-6. doi: 10.1136/emermed-2012-201737. Epub 2013 Mar 28.
8
Context and clinical reasoning: understanding the perspective of the expert's voice.背景与临床推理:理解专家观点的视角。
Med Educ. 2011 Sep;45(9):927-38. doi: 10.1111/j.1365-2923.2011.04053.x.
9
Diagnostic reasoning: where we've been, where we're going.诊断推理:我们的过去与未来
Teach Learn Med. 2013;25 Suppl 1:S26-32. doi: 10.1080/10401334.2013.842911.
10
The effect of question format and task difficulty on reasoning strategies and diagnostic performance in Internal Medicine residents.问题形式和任务难度对内科住院医师推理策略及诊断表现的影响
Adv Health Sci Educ Theory Pract. 2008 Nov;13(4):453-62. doi: 10.1007/s10459-006-9057-8. Epub 2007 Jan 20.

引用本文的文献

1
A think-aloud study to inform the design of radiograph interpretation practice.一项用于指导X光片解读实践设计的出声思考研究。
Adv Health Sci Educ Theory Pract. 2020 Oct;25(4):877-903. doi: 10.1007/s10459-020-09963-0. Epub 2020 Mar 5.
2
Clinical Reasoning Workshop: Lumbosacral Spine and Hip Disorders.临床推理研讨会:腰骶椎和髋关节疾病
MedEdPORTAL. 2017 Sep 20;13:10632. doi: 10.15766/mep_2374-8265.10632.
3
Clinical Reasoning Workshop: Cervical Spine and Shoulder Disorders.临床推理研讨会:颈椎和肩部疾病
MedEdPORTAL. 2017 Mar 24;13:10560. doi: 10.15766/mep_2374-8265.10560.
4
We need more replication research - A case for test-retest reliability.我们需要更多的重复研究——重测信度的一个实例
Perspect Med Educ. 2017 Jun;6(3):158-164. doi: 10.1007/s40037-017-0347-z.
5
Understanding clinical reasoning in osteopathy: a qualitative research approach.理解整骨疗法中的临床推理:一种定性研究方法。
Chiropr Man Therap. 2016 Mar 8;24:6. doi: 10.1186/s12998-016-0087-x. eCollection 2016.
6
Systematic viewing in radiology: seeing more, missing less?放射学中的系统阅片:看得更多,漏诊更少?
Adv Health Sci Educ Theory Pract. 2016 Mar;21(1):189-205. doi: 10.1007/s10459-015-9624-y. Epub 2015 Jul 31.
7
Data analysis in medical education research: a multilevel perspective.医学教育研究中的数据分析:多层次视角
Perspect Med Educ. 2015 Feb;4(1):14-24. doi: 10.1007/s40037-015-0160-5.
8
A validation study of the psychometric properties of the Groningen Reflection Ability Scale.格罗宁根反思能力量表心理测量特性的验证研究。
BMC Med Educ. 2014 Oct 10;14:214. doi: 10.1186/1472-6920-14-214.
9
Developing a viva exam to assess clinical reasoning in pre-registration osteopathy students.开发一项口试以评估注册前整骨疗法专业学生的临床推理能力。
BMC Med Educ. 2014 Sep 19;14:193. doi: 10.1186/1472-6920-14-193.
10
Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.心脏检查与心肺模拟器中的双处理指令的效果。
Adv Health Sci Educ Theory Pract. 2013 Aug;18(3):497-508. doi: 10.1007/s10459-012-9388-6. Epub 2012 Jun 21.