Advances in health sciences education : theory and practice
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Adv Health Sci Educ Theory Pract · Jan 2002
Biography Historical ArticleStephen Abrahamson, PhD, ScD, educationist: a stranger in a kind of paradise.
This profile of Stephen Abrahamson, Ph. D., Sc. D., is the first of six profiles to appear as part of the Exemplar project focused of six retired medical educators who transformed the field of medical education. ⋯ Abrahamson identified three major contributions made by educationists to the field of medical education: the application of education principles to instructional/assessment innovations (e.g., programmed patients), an evidence-based approach to assessing education, and faculty development/teacher training. Based on his half-century of experience in medical education, Dr. Abrahamson outlined seven lessons for success as an educationist in medicine.
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Adv Health Sci Educ Theory Pract · Jan 1997
Faculty perceptions of learning while teaching in Doctoring.
To assess the acquisition of clinical knowledge and skills by faculty teaching in Doctoring. ⋯ The results suggest that faculty acquire new knowledge and skills as a result of teaching in Doctoring. Problem-based courses such as Doctoring that deal in an integrated fashion with subjects such as ethics, law, prevention, evidence-based medicine and domestic violence can serve as important and effective vehicles for faculty development.
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Adv Health Sci Educ Theory Pract · Jan 1997
Basic Science Reasoning and Clinical Reasoning Intertwined: Epistemological Analysis and Consequences for Medical Education.
The aim of this paper is to emphasize the distinction between basic medical science (and reasoning) and clinical science (and reasoning) in order to illuminate some basic philosophical and cognitive issues in medical education. The Kunhian concept of exemplar refers to the field of growth of scientific knowledge and in this sense is related to the "anti-theoretical" emphasis on problem solving performance. ⋯ This objection is exploited to stress the difference between established bodies of scientific knowledge and their processes of discovery and/or application and, in medical knowledge, between clinical reasoning (situated, concerned with attributes of people) and basic science reasoning (unsituated, concerned with attributes of entities such as organs, bacteria, viruses). Exploiting the theoretical consequences of the previous analysis I will try to answer some questions: What is the role of problem solving in teaching and learning, as different from conventional basic science-centred education? Is it relevant, in medical education, an epistemological and logical awareness of the main methodological topics? Finally, the analysis of the significance of abduction in a unified epistemological model of medical reasoning is exploited to individuate the proper ontological level dealing with the entities and relationships belonging to the dynamism of the underlying domain knowledge (for instance biomedical physics) and the consequences for medical education.
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Adv Health Sci Educ Theory Pract · Jan 1996
Understanding and addressing cognitive bias in medical education.
Cognitive biases can impede the utilization of logical/statistical strategies in clinical decision-making. This paper reports on research and educational findings using the Inventory of Cognitive Biases in Medicine (ICBM). The ICBM was administered to groups of medical students before their clinical years and to practicing physicians to determine (a) the extent of cognitive bias in medical decision-making and whether experienced physicians differed from novices, (b) whether cognitive bias varied by medical speciality and (c) whether awareness of cognitive bias in medical decision-making could be taught. ⋯ Cognitive bias varied by medical speciality with internal medicine physicians (57%) scoring best on the ICBM. A controlled educational research study with preclinical medical students showed that learners exposed to a seminar on cognitive bias in medical decision-making scored better on the ICBM than their peers (55% vs. 41%, p < 0.001). Susceptibility to cognitive bias was found to be present substantially among both novices and experts in medicine, but carefully crafted educational strategies in both classroom and clinical settings may lessen the problem.