May Stephen A
J Vet Med Educ. 2013 Fall;40(3):200-9. doi: 10.3138/jvme.0113-008R.
Confusion about the nature of human reasoning and its appropriate application to patients has hampered veterinary students' development of these skills. Expertise is associated with greater ability to deploy pattern recognition (type 1 reasoning), which is aided by progressive development of data-driven, forward reasoning (in contrast to scientific, backward reasoning), analytical approaches that lead to schema acquisition. The associative nature of type 1 reasoning makes it prone to bias, particularly in the face of "cognitive miserliness," when clues that indicate the need for triangulation with an analytical approach are ignored. However, combined reasoning approaches, from the earliest stages, are more successful than one approach alone, so it is important that those involved in curricular design and delivery promote student understanding of reasoning generally, and the situations in which reasoning goes awry, and develop students' ability to reason safely and accurately whether presented with a familiar case or with a case that they have never seen before.
对人类推理本质及其在患者身上的恰当应用的困惑阻碍了兽医专业学生这些技能的发展。专业知识与更强的模式识别能力（1型推理）相关联，数据驱动的正向推理（与科学的反向推理相反）的逐步发展有助于模式识别，这种分析方法会促成图式的习得。1型推理的关联性使其容易产生偏差，尤其是在面对“认知吝啬”时，即忽视那些表明需要采用分析方法进行三角验证的线索时。然而，从最早阶段起，综合推理方法比单一方法更成功，因此课程设计和授课人员促进学生对一般推理的理解、对推理出错情况的理解，并培养学生无论面对熟悉的病例还是从未见过的病例都能安全准确推理的能力非常重要。
