Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159.

IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Medical Teacher Pub Date : 2023-12-01 Epub Date: 2023-04-12 DOI:10.1080/0142159X.2023.2190479
James G Boyle, Matthew R Walters, Susan Jamieson, Steven J Durning
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引用次数: 1

Abstract

Distributed cognition (DCog) is a member of the family of situativity theories that widens the lens of cognition from occurring solely inside the head to being socially, materially and temporally distributed within a dynamic system. The concept of extending the view of cognition to outside the head of a single health professional is relatively new in the healthcare system. DCog has been increasingly used by researchers to describe many ways in which health professionals perform in teams within structured clinical environments to deliver healthcare for patients. In this Guide, we expound ten central tenets of the macro (grand) theory of DCog (1. Cognition is decentralized in a system; 2. The unit of analysis is the system; 3. Cognitive processes are distributed; 4. Cognitive processes emerge from interactions; 5. Cognitive processes are interdependent; 6. Social organization is a cognitive architecture; 7. Division of labour; 8. Social organization is a system of communication; 9. Buffering and filtering; 10. Cognitive processes are encultured) to provide theoretical insights as well as practical applications to the field of health professions education.

分布式认知:卫生专业教育的理论见解和实际应用:AMEE Guide No.
分布式认知(Distributed cognition,DCog)是情景理论家族中的一员,它将认知的视角从仅仅发生在头脑中扩大到在一个动态系统中的社会、物质和时间分布上。在医疗保健系统中,将认知视角扩展到单个医疗专业人员头脑之外的概念相对较新。研究人员越来越多地使用 DCog 来描述医疗专业人员在结构化临床环境中以团队形式为患者提供医疗服务的多种方式。在本《指南》中,我们阐述了 DCog 宏(大)理论的十大核心原则(1.认知在系统中是分散的;2.分析单位是系统;3.认知过程是分散的;4.认知过程产生于互动;5.认知过程是相互依存的;6.社会组织是一种认知结构;7.认知过程是一个整体;8.认知过程是一个整体的认知过程;9.认知过程是一个整体的认知过程;10.认知过程是一个整体的认知过程;11.认知过程是一个整体的认知过程。社会组织是一个认知架构;7.分工;8.社会组织是一个交流系统;9.缓冲和过滤;10.认知过程是被培养的),为卫生专业教育领域提供理论见解和实际应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Medical Teacher
Medical Teacher 医学-卫生保健
CiteScore
7.80
自引率
8.50%
发文量
396
审稿时长
3-6 weeks
期刊介绍: Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
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