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Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices
Integration of basic and clinical science knowledge is increasingly being recognized as important for practice in the health professions. The concept of ‘cognitive integration’ places emphasis on the value of basic science in providing critical connections to clinical signs and symptoms while accoun...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4908035/ https://www.ncbi.nlm.nih.gov/pubmed/27246965 http://dx.doi.org/10.1007/s40037-016-0268-2 |
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author | Lisk, Kristina Agur, Anne M. R. Woods, Nicole N. |
author_facet | Lisk, Kristina Agur, Anne M. R. Woods, Nicole N. |
author_sort | Lisk, Kristina |
collection | PubMed |
description | Integration of basic and clinical science knowledge is increasingly being recognized as important for practice in the health professions. The concept of ‘cognitive integration’ places emphasis on the value of basic science in providing critical connections to clinical signs and symptoms while accounting for the fact that clinicians may not spontaneously articulate their use of basic science knowledge in clinical reasoning. In this study we used a diagnostic justification test to explore the impact of integrated basic science instruction on novices’ diagnostic reasoning process. Participants were allocated to an integrated basic science or clinical science training group. The integrated basic science group was taught the clinical features along with the underlying causal mechanisms of four musculoskeletal pathologies while the clinical science group was taught only the clinical features. Participants completed a diagnostic accuracy test immediately after initial learning, and one week later a diagnostic accuracy and justification test. The results showed that novices who learned the integrated causal mechanisms had superior diagnostic accuracy and better understanding of the relative importance of key clinical features. These findings further our understanding of cognitive integration by providing evidence of the specific changes in clinical reasoning when basic and clinical sciences are integrated during learning. |
format | Online Article Text |
id | pubmed-4908035 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-49080352016-06-30 Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices Lisk, Kristina Agur, Anne M. R. Woods, Nicole N. Perspect Med Educ Original Article Integration of basic and clinical science knowledge is increasingly being recognized as important for practice in the health professions. The concept of ‘cognitive integration’ places emphasis on the value of basic science in providing critical connections to clinical signs and symptoms while accounting for the fact that clinicians may not spontaneously articulate their use of basic science knowledge in clinical reasoning. In this study we used a diagnostic justification test to explore the impact of integrated basic science instruction on novices’ diagnostic reasoning process. Participants were allocated to an integrated basic science or clinical science training group. The integrated basic science group was taught the clinical features along with the underlying causal mechanisms of four musculoskeletal pathologies while the clinical science group was taught only the clinical features. Participants completed a diagnostic accuracy test immediately after initial learning, and one week later a diagnostic accuracy and justification test. The results showed that novices who learned the integrated causal mechanisms had superior diagnostic accuracy and better understanding of the relative importance of key clinical features. These findings further our understanding of cognitive integration by providing evidence of the specific changes in clinical reasoning when basic and clinical sciences are integrated during learning. Bohn Stafleu van Loghum 2016-05-31 2016-06 /pmc/articles/PMC4908035/ /pubmed/27246965 http://dx.doi.org/10.1007/s40037-016-0268-2 Text en © The Author(s) 2016 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Original Article Lisk, Kristina Agur, Anne M. R. Woods, Nicole N. Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
title | Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
title_full | Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
title_fullStr | Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
title_full_unstemmed | Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
title_short | Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
title_sort | exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4908035/ https://www.ncbi.nlm.nih.gov/pubmed/27246965 http://dx.doi.org/10.1007/s40037-016-0268-2 |
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