How Clinicians Recall Experiences

Kochen, MM

doi:10.1055/s-0038-1635428

Cited by 11 publications

(3 citation statements)

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“…It would be recommendable to replace the word with names like ‘diagnostic idea’ or ‘diagnostic trial’.) This resemblance stems from all sorts of knowledge, as Kochen (1983) showed. According to Gestalt psychology the perception of a (possible) solution (diagnostic hypothesis) is like the perceiving of a hidden figure in a puzzle.…”

Section: Discussionmentioning

confidence: 91%

Medical problem-solving: an exploration of strategies

Ridderikhoff

1991

Medical Education

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In contrast to factual knowledge the reasoning processes of doctors in their attempts to clarify the patient's problem has been a somewhat neglected domain of study. The rise of experimental psychology, clinical decision analysis, and problem-based learning fostered studies in this area. Several studies from different viewpoints have been performed, leading to a more profound understanding of these processes. I approached the issue from a general physician viewpoint which reverted to the old distinction between deductive and inductive reasoning. Within a group of 68 participating doctors (family doctors and general physicians) the inductive method was exclusively employed. From this finding we conjecture that the inductive type of reasoning is the predominant style in the medical world. The consequences as attached to the overall utilization of the inductive method are far-reaching. Among others, process retracing as a feedback mechanism fails to function when it results from the intuitive nature of the (pattern-recognition) process. As a consequence we do not and can not know what we may learn from experience, good things as well as bad things. The inductive method is a method of practice and quick reaction, but it leaves us empty-handed as far as understanding and teaching are concerned.

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Section: Discussionmentioning

confidence: 91%

Medical problem-solving: an exploration of strategies

Ridderikhoff

1991

Medical Education

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“…The analogical reasoning theory stipulates that providing relevant examples of cases showing the process of problem-solving can enable learners to make useful analogical inferences when confronted with new problems [ 10 ]. Clinicians usually rely on previous problem-solving experience to make these analogical inferences [ 11 ]. Novice learners, who lack experience, can study examples of cases to develop their own bank of relevant cases on which they can rely to solve new problems [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge

et al. 2015

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BackgroundExample-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning.MethodsNinety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps.ResultsPre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test.ConclusionsStudying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0308-3) contains supplementary material, which is available to authorized users.

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“…The intention is to provide useful cases and examples to students as they are solving problems to enable them to make useful analogical inferences: to identify issues to pay attention to, to form ideas about how to move forward, and to project the effects of solutions they have come up with. The analogy literature tells us that reasoners naturally use their own experiences for such reasoning (e.g., Klein, Whitaker, & King, 1988; Kochen, 1983; Read & Cesa, 1990; Ross, 1986, 1989). As novices, however, students might not have previously had the most relevant experiences.…”

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confidence: 99%

Educational implications of analogy: A view from case-based reasoning.

Kolodner¹

1997

American Psychologist

270

179

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Case-based reasoning (CBR) focuses on analogy in the context of solving real-world problems. Its research methodology of computational modeling is aimed at deriving hypotheses about cognition. CBR's computational models show the roles of encoding, retrieval, and adaptation in analogical reasoning processes. In addition, its algorithms provide insight into what it might take to enhance human cognition. CBR as a plausible cognitive model can thus advise on educational philosophy, educational practice, and design of educational software.

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How Clinicians Recall Experiences

Cited by 11 publications

References 0 publications

Medical problem-solving: an exploration of strategies

Medical problem-solving: an exploration of strategies

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge

Educational implications of analogy: A view from case-based reasoning.

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