Learning Strategy Impacts Medical Diagnostic Reasoning in Early Learners

Autor/inn/en	Sheldon, Signy; Fan, Carina; Uner, Idil; Young, Meredith
Titel	Learning Strategy Impacts Medical Diagnostic Reasoning in Early Learners
Quelle	In: Cognitive Research: Principles and Implications, 8 (2023), Artikel 17 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41235-023-00472-3
Schlagwörter	Undergraduate Students; Transfer of Training; Symptoms (Individual Disorders); Identification; Mental Health; Memory; Learning Strategies; Prior Learning; Clinical Diagnosis; Labeling (of Persons); Medical Education + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Psychiatrische Symptomatik; Identifikation; Identifizierung; Psychohygiene; Gedächtnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Labeling-Ansatz; Medizinische Ausbildung
Abstract	Relating learned information to similar yet new scenarios, transfer of learning, is a key characteristic of expert reasoning in many fields including medicine. Psychological research indicates that transfer of learning is enhanced via active retrieval strategies. For diagnostic reasoning, this finding suggests that actively retrieving diagnostic information about patient cases could improve the ability to engage in transfer of learning to later diagnostic decisions. To test this hypothesis, we conducted an experiment in which two groups of undergraduate student participants learned symptom lists of simplified psychiatric diagnoses (e.g., Schizophrenia; Mania). Next, one group received written patient cases and actively retrieved the cases from memory and the other group read these written cases twice, engaging in a passive rehearsal learning strategy. Both groups then diagnosed test cases that had two equally valid diagnoses--one supported by "familiar" symptoms described in learned patient cases, and one by novel symptom descriptions. While all participants were more likely to assign higher diagnostic probability to those supported by the familiar symptoms, this effect was significantly larger for participants that engaged in active retrieval compared to passive rehearsal. There were also significant differences in performance across the given diagnoses, potentially due to differences in established knowledge of the disorders. To test this prediction, Experiment 2 compared performance on the described experiment between a participant group that received the standard diagnostic labels to a group that received fictional diagnostic labels, nonsense words designed to remove prior knowledge with each diagnosis. As predicted, there was no effect of diagnosis on task performance for the fictional label group. These results provide new insight on the impact of learning strategy and prior knowledge in fostering transfer of learning, potentially contributing to expert development in medicine. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01