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Edward Krupat, PhD
Richard Schwartzstein, MD
2015-2016 Members: TBA
- Thursday, January 8, 2015 4pm-5:30pm TMEC 334- RSVP add to calendar
- Wednesday, February 11, 2015 4pm-5:30pm TMEC 334- RSVP add to calendar
- Thursday, March 12, 2015 4pm-5:30pm TMEC 334- RSVP add to calendar
- Thursday, June 4, 2015 4pm-5:30pm TMEC 334- RSVP add to calendar
The Academy Critical Thinking interest group seeks to:
- Define strategies, milestones, and assessment techniques for critical thinking
- Develop faculty development to support teaching of critical thinking
The Critical Thinking Interest Group continued to be a focal point for vigorous discussion and exploration of many facets of analytical reasoning. Dr. Keith Baker led one session looking at a range of models of thinking and their relationship to fundamental neurobiological principles that relate to learning. Dr. Richard Schwartzstein shared a construct that outlines milestones of critical thinking, which represented the work of a task force emanating from a national conference sponsored by the Shapiro Institute for Education at Harvard Medical School and Beth Israel Deaconess Medical Center. Dr. Ed Krupat discussed results from an ongoing research study examining a new model for assessing critical thinking as it pertains to clinical cases.
The group sponsored a faculty workshop, led by Drs. Schwartzstein and Jeremy Richards, on the use of concept maps to foster inductive reasoning. Finally, the members of the interest group took turns leading journal clubs focused on education literature focused on critical thinking and clinical reasoning.
Article Norman G, Sherbino J, Dore K, Wood T, Young M, Gaissmaier W, Kreuger S, Monteiro S. The etiology of diagnostic errors: a controlled trial of system 1 versus system 2 reasoning. Acad Med. 2014 Feb; 89(2):277-84.
Journal Article Discussion:
Article 1: Why do doctors make mistakes? A study of the role of salient distracting clinical features. Mamede S, van Gog T, van den Berge K, van Saase JL, Schmidt HG.Acad Med. 2014 Jan;89(1):114-20.
Article 2 How can students' diagnostic competence benefit most from practice with clinical cases? The effects of structured reflection on future diagnosis of the same and novel diseases. Mamede S, van Gog T, Sampaio AM, de Faria RM, Maria JP, Schmidt HG. Acad Med. 2014 Jan;89(1):121-7.
Journal Article Discussion: Williams, R. G., and D. L. Klamen. "Examining the Diagnostic Justification Abilities of Fourth-Year Medical Students." Academic medicine: Journal of the Association of American Medical Colleges (2012). Discussion led by Dr. Charles Day.
Journal Article Discussion: Durning SJ, Artino A, Van der Vleuten CPM, Schuwirth LWT. Clarifying Assumptions to Enhance Our Understanding and Assessment of Clinical Reasoning. Academic Medicine. Academic Medicine, Vol. 88, No. 4 / April 2013
Custers, Eugène JFM. "Medical education and cognitive continuum theory: An alternative perspective on medical problem solving and clinical reasoning." Academic Medicine 88.8 (2013): 1074-108
Bowen, Judith L. (2006). Educational Strategies to Promote Clinical Diagnostic Reasoning. Medical Education. 355;21. 2217-25.
Mylopoulos, Maria. Regehr, Glenn. (2007). Cognitive metaphors of expertise and knowledge:prospects and limitations for medical education. Medical Education. 41;12. 1159-1165.
Learning and Scientific Reasoning - Science 2009
Learning and Scientific Reasoning - SOM
Rogal, Sonya M. Exploring Critical Thinking in Critical Care Nursing Education: A Pilot Study. 2008. Journal of Continuing Education in Nursing. 39; 1.
Nouh T, Boutros M, Gagnon R, Reid S, Leslie K, Pace D, Pitt D, Walker R, Schiller D, MacLean A, Hameed M, Fata P, Charlin B, Meterissian SH. The script concordance test as a measure of clinical reasoning: a national validation study. Am J Surg. 2012 Apr;203(4):530-4. doi: 10.1016/j.amjsurg.2011.11.006
PowerPoint Slides for Discussion led by Leo Ginns, MD
Interest Group Resources:
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