The Challenge of Cognitive Science for Medical Diagnosis

Autor/inn/en	Croskerry, Pat; Campbell, Samuel G.; Petrie, David A.
Titel	The Challenge of Cognitive Science for Medical Diagnosis
Quelle	In: Cognitive Research: Principles and Implications, 8 (2023), Artikel 13 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Samuel G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41235-022-00460-z
Schlagwörter	Cognitive Science; Clinical Diagnosis; Medical Evaluation; Medicine; Decision Making; Factor Analysis; Heuristics; Bias; Undergraduate Students; Medical Students; Evaluative Thinking + Suchen Sie Ihr Suchwort? Kognitionswissenschaft; Medizin; Decision-making; Entscheidungsfindung; Faktorenanalyse; Heuristik
Abstract	The historical tendency to view medicine as both an art and a science may have contributed to a disinclination among clinicians towards cognitive science. In particular, this has had an impact on the approach towards the diagnostic process which is a barometer of clinical decision-making behaviour and is increasingly seen as a yardstick of clinician calibration and performance. The process itself is more complicated and complex than was previously imagined, with multiple variables that are difficult to predict, are interactive, and show nonlinearity. They appear to characterise a complex adaptive system. Many aspects of the diagnostic process, including the psychophysics of signal detection and discrimination, ergonomics, probability theory, decision analysis, factor analysis, causal analysis and more recent developments in judgement and decision-making (JDM), especially including the domain of heuristics and cognitive and affective biases, appear fundamental to a good understanding of it. A preliminary analysis of factors such as manifestness of illness and others that may impede clinicians' awareness and understanding of these issues is proposed here. It seems essential that medical trainees be explicitly and systematically exposed to specific areas of cognitive science during the undergraduate curriculum, and learn to incorporate them into clinical reasoning and decision-making. Importantly, this understanding is needed for the development of cognitive bias mitigation and improved calibration of JDM in clinical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01