超越快慢思维：临床推理和错误的跨理论模型对教学、评估和研究的影响。

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-06-05 DOI:10.1080/0142159X.2024.2359963

Andrew S Parsons, Thilan P Wijesekera, Andrew P J Olson, Dario Torre, Steven J Durning, Michelle Daniel

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引用次数: 0

摘要

从双重过程理论到统称为情境理论的理论体系，微观和宏观认知理论为我们目前对临床推理（CR）和错误的理解提供了依据。临床推理是一个发生在复杂环境中的复杂过程，要想充分理解临床推理在当今和未来是如何进行的，就必须对这些理论建立一个细致入微、广泛而综合的模型。在这一视角中，我们在探讨这些理论的跨理论模型对临床实践与错误的教学、评估和研究的影响之前，将这些单个理论与图表和描述性案例进行比较。

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Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research.

From dual process to a family of theories known collectively as situativity, both micro and macro theories of cognition inform our current understanding of clinical reasoning (CR) and error. CR is a complex process that occurs in a complex environment, and a nuanced, expansive, integrated model of these theories is necessary to fully understand how CR is performed in the present day and in the future. In this perspective, we present these individual theories along with figures and descriptive cases for purposes of comparison before exploring the implications of a transtheoretical model of these theories for teaching, assessment, and research in CR and error.

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来源期刊

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.