Is Analytic Information Processing a Feature of Expertise in Medicine?

Autor/inn/en	McLaughlin, Kevin; Rikers, Remy M.; Schmidt, Henk G.
Titel	Is Analytic Information Processing a Feature of Expertise in Medicine?
Quelle	In: Advances in Health Sciences Education, 13 (2008) 1, S.123-128 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-007-9080-4
Schlagwörter	Cognitive Style; Information Processing; Clinical Diagnosis; Diagnostic Tests; Training Methods; Expertise; Medical Education; Human Factors Engineering; Data Processing; Evaluation Methods; Evaluation Research; Competency Based Education + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Informationsverarbeitung; Diagnostic test; Diagnostischer Test; Didaktik; Trainingsmaßnahme; Expert appraisal; Medizinische Ausbildung; Datenverarbeitung; Evaluationsforschung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	Diagnosing begins by generating an initial diagnostic hypothesis by automatic information processing. Information processing may stop here if the hypothesis is accepted, or analytical processing may be used to refine the hypothesis. This description portrays analytic processing as an optional extra in information processing, leading us to questions if it actually contributes to diagnostic performance, and whether it heralds expertise or a lack of expertise. When we encourage students to solve problems using analytic processing--as is our teaching tradition--are we helping or hindering diagnostic performance and the evolution of expertise? The relationship between information processing, expertise and diagnostic performance is complex. At least four additional variables affect this relationship: context; task difficulty; clinical domain; and experimental conditions. Therefore, we cannot make a generic statement about the relationship between processing, expertise and performance--we can only say that when given a problem containing certain information, of certain difficulty, in a certain clinical domain and under certain experimental conditions, analytic processing appears to improve diagnostic performance and be a feature of expertise. No single processing strategy is a panacea. Training students in both automatic and analytic processing offers flexibility in information processing and better prepares them for the wide variety of problems that they may encounter. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10