Dealing with cognitive dissonance: an approach

Braun, Leah; Schmidmaier, Ralf

doi:10.1111/medu.13955

Cited by 6 publications

(3 citation statements)

References 3 publications

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“…The participants tended to select and give common drugs, even if another specific therapy would have been more suitable in the given case. This might be a misleading strategy to reduce cognitive dissonance [ 22 ].…”

Section: Discussionmentioning

confidence: 99%

Types of therapeutic errors in the management of osteoporosis made by physicians and medical students

2022

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Background Clinical reasoning is of high importance in clinical practice and thus in medical education research. Regarding the clinical reasoning process, the focus has primarily been on diagnostic reasoning and diagnostic errors, but little research has been done on the subsequent management reasoning process, although the therapeutic decision-making process is at least equally important. The aim of this study was to investigate the frequency of therapeutic decision errors and the cognitive factors leading to these errors in the context of osteoporosis, as it is known to be frequently associated with inadequate treatment decisions in clinical practice worldwide. Methods In 2019, 19 medical students and—for comparison—23 physicians worked on ten patient cases with the medical encounter of osteoporosis. A total of 254 cases were processed. The therapeutic decision errors were quantitatively measured, and the participants’ cognitive contributions to therapeutic errors and their clinical consequences were qualitatively analysed. Results In 26% of the cases, all treatment decisions were correct. In the remaining 74% cases, multiple errors occurred; on average, 3 errors occurred per case. These 644 errors were further classified regarding the cognitive contributions to the error. The most common cognitive contributions that led to errors were faulty context generation and interpretation (57% of students, 57% of physicians) and faulty knowledge (38% of students, 35% of physicians). Errors made due to faulty metacognition (5% of students, 8% of physicians) were less common. Consequences of these errors were false therapy (37% of cases), undertreatment (30% of cases) or overtreatment (2.5% of cases). Conclusion The study is the first to show that errors in therapy decisions can be distinguished and classified, similar to the already known classification for errors in diagnostic reasoning. Not only the correct diagnosis, but particularly the correct therapy, is critical for the outcome of a patient.

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Section: Discussionmentioning

confidence: 99%

Types of therapeutic errors in the management of osteoporosis made by physicians and medical students

2022

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“…This teachable moment allows the professor to explain where the students went wrong. The students can then complete the remaining "E's," elaboration and exploration, to restore equilibrium between prior knowledge and the real-world experience (37,38). 3) Concept maps aid the creation of mental models, testing the models against real-world problems and refining or correcting their models (27).…”

Section: Possible Teaching Methods To Overcome These Misconceptionsmentioning

confidence: 99%

Medical student misconceptions in cardiovascular physiology

Bordes

Manyevitch

Huntley

et al. 2021

Advances in Physiology Education

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Students find cardiovascular physiology challenging. Misunderstandings can be due to the nature of the subject, the way it is taught, and prior knowledge, which impede learning of new concepts. Some misunderstood concepts can be corrected with teaching (i.e., preconceptions), whereas others are resistant to instruction (i.e., misconceptions). A set of questions, specifically created by a panel of physiology experts to probe difficult cardiovascular concepts, was used to identify preconceptions, misconceptions, and the effect of education level on question performance. The introductory cardiovascular lecture used in this study was created based on these questions. In-class polling of medical students’ ( n = 736) performance was performed using the Turning-Point clicker response system during lecture instruction. Results were compared with published data from undergraduates ( n = 1,076) who completed the same questions but without prior instruction. To our knowledge, there have been no studies directly comparing performance using the same instrument and large numbers of undergraduate and medical students. A higher education level was associated with increased performance (preconceptions), whereas several concepts resistant to instruction (misconceptions) were identified. Findings suggest that prior knowledge interfered with the acquisition of medical knowledge. Based on these results, potential causes for these misconceptions and remedial teaching suggestions are discussed.

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“…As a result, there is an increase in self-confidence, which turns out, as evidenced in the studies by Cancino-Montecinos and colleagues, to be a factor in reducing the severity of personal dissonance (Cancino-Montecinos et al, 2018). And, as Braun, Schmidmaier and other scientists note in their works, it becomes possible to build psychotherapeutic and preventive programs on this basis in order to provide psychological aid to adolescents (Braun & Schmidmaier, 2019;Cancino-Montecinos et al, 2020).…”

Section: Introductionmentioning

confidence: 94%

Psychological Peculiarities of Personal Dissonance of Adolescents in the Sphere of Real and Ideal Self-Image

Aleksandrov

Okhrimenko

Rudenko

et al. 2021

BRAIN

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Adolescence is characterized by contradictions of role behaviours and perceptions caused by age adjustment of adolescents. This is reflected in the system of self-attitudes of adolescents, which can lead to intrapersonal conflicts due to the dissonance of conceptions about their own real and ideal self-image. Such dissonances can hinder the construction of one’s own social roles. Therefore, timely detection of risks of personal dissonance emergence in the sphere of subjective perceptions of one’s own real and ideal self-images becomes one of the leading tasks of providing psychological and psychotherapeutic aid to adolescents, aimed at harmonizing their formation in the process of socialization. The aim of the research is to study the factors that determine the psychological peculiarities of personal dissonance of adolescents in the sphere of real and ideal self-image. The research is based on the use of psychodiagnostic methods of Leary (2004) and Pantileev (1993) for the survey of 303 adolescents of both sexes at the age of 14-17, who recognize the presence of discrepancies between real and ideal self-images. Empirical data has shown a relationship between a constellation of psychological factors that determine the emergence of personal dissonances in the sphere of authoritarianism, dominance, suspicion, aggression, subordination, dependency, friendship and altruism. The research will help to understand the psychological factors of the emergence and functioning of personal dissonances of adolescents, which affect both the system of their self-attitude and the building of their social ties. This opens up prospects for improving psychoprophylactic measures aimed at preventing personal dissonances in adolescents.

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Dealing with cognitive dissonance: an approach

Abstract: Braun and Schmidmaier reflect on how one might best grapple wth the errors that Klein and McColl argue cognitive dissonance can create.

Cited by 6 publications

References 3 publications

Types of therapeutic errors in the management of osteoporosis made by physicians and medical students

Types of therapeutic errors in the management of osteoporosis made by physicians and medical students

Medical student misconceptions in cardiovascular physiology

Psychological Peculiarities of Personal Dissonance of Adolescents in the Sphere of Real and Ideal Self-Image

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