Improving diagnostic capabilities of medical students via application of cognitive sciences-derived learning principles

Papa, Frank J.; Oglesby, Michael; Aldrich, David G.; Schaller, F.; Cipher, Daisha J.

doi:10.1111/j.1365-2929.2006.02693.x

Cited by 21 publications

(21 citation statements)

References 16 publications

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“…Contemporary medical education has yet to create a codified, evidencebased approach to training to or assessing the diagnostic capabilities of medical students, residents or practitioners. These findings, in conjunction with those emerging from other DPT-oriented research [4,5,19,23] suggest that a DPT framework could contribute to the development of a codified approach to diagnostic training and assessment. It is extremely difficult for researchers to draw direct inferences regarding the cognitive factors enabling the development and improvement of diagnostic capabilities.…”

Section: Discussionsupporting

confidence: 56%

Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training

Papa

2015

Diagnosis

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Background: Two core dual processing theory (DPT) System I constructs (Exemplars and Prototypes) were used to: 1) formulate a training exercise designed to improve diagnostic performance in year one medical students, and 2) explore whether any observed performance improvements were associated with preferential use of exemplars or prototypes. Methods: With IRB approval, 117 year one medical students participated in an acute chest pain diagnostic training exercise. A pre-and post-training test containing the same 27 case vignettes was used to determine if the subjects' diagnostic performance improved via training in both exemplars and prototypes. Exemplar and Prototype theory was also used to generate a unique typicality estimate for each case vignette. Because these estimates produce different performance predictions, differences in the subjects' observed performance would make it possible to infer whether subjects were preferentially using Exemplars or Prototypes. Results: Pre-vs. post-training comparison revealed a significant performance improvement; t = 14.04, p < 0.001, Cohen's d = 1.32. Pre-training, paired t-testing demonstrated that performance against the most typical vignettes > mid typical vignettes: t = 4.94, p < 0.001; and mid typical > least typical: t = 5.16, p < 0.001. Post-training, paired t-testing again demonstrated that performance against the most

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Section: Discussionsupporting

confidence: 56%

Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training

Papa

2015

Diagnosis

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“…The other study compared a carefully-planned IBL intervention with a long-established lecture, and found improved knowledge outcomes for the IBL group despite similar time learning. (Papa et al 2007). …”

Section: Comparisons Of Internet With Non-internet Interventionsmentioning

confidence: 99%

“…The correlation between time and knowledge outcomes confirms this observation. Isolated examples demonstrate improvements in learning efficiency through dramatically innovative instructional designs, as evidenced by learning gains despite reduction in time (Bell et al 2000;Cook et al 2005) or fixed time (Papa et al 2007), and time savings with minimal change in learning outcomes (Cook et al 2008a). However, subsequent changes to further enhance learning appear to require more time (compare, for example, Cook et al 2005 and.…”

Section: Implications: Instructional Designmentioning

confidence: 99%

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

Cook

Levinson

Garside

2010

Adv in Health Sci Educ

158

105

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“…Research at UNTHSC/TCOM involving computer-based, dual processing theory-driven approaches to DD training has demonstrated that first-and secondyear students and practicing physicians achieve improved DD accuracy. [14][15][16] Two additional semesters of AME coursework and II processing mechanisms involving pattern recognition and rule-based constructs) during case-based practice opportunities conducted in a small group, faculty-facilitated learning environment. The AME faculty now have the opportunity and challenge to organize and produce institutional review board-approved research protocols to determine whether these innovations are leading to improved DD performance.…”

Section: Resultsmentioning

confidence: 99%

Faculty Development Directed at Curricular Reforms Designed to Improve Patient Outcomes

Papa¹,

D’Agostino

2016

Journal of Osteopathic Medicine

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Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medi- 737would be driven by formalized, learning sciences-derived models of mind, competence, and education. Models of Mind as a Foundation for Faculty DevelopmentThe AME used a foundational framework for a learning sciences-derived model of mind that is based on Gagne's 9-step model and robust descriptions of 5 core learned human capabilities likely to lead to enduring and meaningful changes in behaviors. Academy of Medical EducatorsIn 2010, UNTHSC/TCOM launched the Academy of Medical Educators (AME), which consisted of approximately 40 participants primarily drawn from clinical faculty and a few from basic science faculty. Members of the AME established a tripartite mission statement focused on undergraduate medical curricula predicated on a learning sciences-based approach; programming designed to support faculty in acquiring declarative knowledge and developing procedural knowledge sufficient to advance their capabilities and careers as physicians and educators; and programming designed to train faculty to conduct education-oriented research and scholarly activities.Implementing new curricula and programming does not serve as an end point. Rather, these reforms are intended to create enduring and meaningful changes in the learner's behavior. The development of these behaviors

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Improving diagnostic capabilities of medical students via application of cognitive sciences-derived learning principles

Abstract: The ability to perform differential diagnosis is enhanced by training based upon principles of cognitive sciences.

Cited by 21 publications

References 16 publications

Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training

Evidence of the preferential use of disease prototypes over case exemplars among early year one medical students prior to and following diagnostic training

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

Faculty Development Directed at Curricular Reforms Designed to Improve Patient Outcomes

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