Aging and Cognitive Performance: Challenges and Implications for Physicians Practicing in the 21st Century

Autor/inn/en	Durning, Steven J.; Artino, Anthony R.; Holmboe, Eric; Beckman, Thomas J.; van der Vleuten, Cees; Schuwirth, Lambert
Titel	Aging and Cognitive Performance: Challenges and Implications for Physicians Practicing in the 21st Century
Quelle	In: Journal of Continuing Education in the Health Professions, 30 (2010) 3, S.153-160 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.20075
Schlagwörter	Physicians; Lifelong Learning; Medicine; Cognitive Processes; Information Processing; Aging (Individuals); Cognitive Ability; Medical Services; Intelligence; Metacognition; Professional Development; Continuing Education; Job Performance + Suchen Sie Ihr Suchwort? Physician; Doctor; Arzt; Life-long learning; Lebenslanges Lernen; Medizin; Cognitive process; Kognitiver Prozess; Informationsverarbeitung; Aging; Altern; Denkfähigkeit; Intelligenz; Klugheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Weiterbildung; Work performance; Arbeitsleistung
Abstract	The demands of physician practice are growing. Some specialties face critical shortages and a significant percentage of physicians are aging. To improve health care it is paramount to understand and address challenges, including cognitive issues, facing aging physicians. In this article, we outline several issues related to cognitive performance and potential implications associated with aging. We discuss important findings from other fields and draw parallels to the practice of medicine. In particular, we discuss the possible effects of aging through the lens of situated cognition theory, and we outline the potential impact of aging on expertise, information processing, neurobiology, intelligence, and self-regulated learning. We believe that work done in related fields can provide a better understanding of physician aging and cognition, and thus can inform more effective approaches to continuous professional development and lifelong learning in medicine. We conclude with implications for the health care system and areas of future research. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10