Implicações cognitivas, filosóficas e educativas do trabalho do patologista

Pena, Gil Patrus; Andrade-Filho, José de Souza

doi:10.1590/s0100-55022006000200010

Cited by 3 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Frienden and Doley (2005) provided examples of the use of analogies in explaining medical situations to the patient. As long as practicing physicians are concerned, analogy may act as mediator between a clinical, radiological or pathological finding and a diagnostic category (Pena and Andrade Filho 2006). Ahmed et al (1992) postulated that the use of analogies is constrained by terms derived from completely different cultures, as when culinary analogies are transposed to students from other countries.…”

Section: Analogies In Medicine 611mentioning

confidence: 99%

“…The starry sky pattern in some lymphomas certainly leads the pathologist to think about the possibility of Burkitt's lymphoma. The use of language codes is of foremost importance in producing such association matrices, participating in the cognitive processes of perception, classification and retrieving (Pena and Andrade-Filho 2006). When dealing with cyto-histological morphology, a single structure, such as a nucleus, may assume different morphological patterns.…”

Section: Analogy As a Mnemonic Mediatormentioning

confidence: 99%

See 1 more Smart Citation

Analogies in medicine: valuable for learning, reasoning, remembering and naming

Pena

Andrade-Filho

2008

Adv in Health Sci Educ

Self Cite

View full text Add to dashboard Cite

Analogies are important tools in human reasoning and learning, for resolving problems and providing arguments, and are extensively used in medicine. Analogy and similarity involve a structural alignment or mapping between domains. This cognitive mechanism can be used to make inferences and learn new abstractions. Through analogies, we try to explain a knowledge to be achieved (the target), with pieces of information already familiar to the learner (the source), keeping in mind the constraints of similarity, structure and purpose. The purpose of this essay is to examine the use of analogies in medicine. We provide a brief review of the theoretical basis of analogical reasoning. This theoretical background is discussed in the light of actual examples of analogies retrieved from medical literature. In medicine, analogies have long been used to explain several physiologic and pathologic processes. Besides deeper structural relations, superficial attribute similarity is extensively used in many medical specialties. These attribute similarities are important in naming, categorizing and classifying, and play a role as learning and memorizing tools. Analogies also serve as basis for medical nomenclature. The choice of the source of analogies is highly dependent on cultural background, and may derive from ancient or diverse cultures. Learning by analogies may thus require research on culture diversity in order to establish an adequate justification and to comprehend the purpose of an analogy.

show abstract

Section: Analogies In Medicine 611mentioning

confidence: 99%

Section: Analogy As a Mnemonic Mediatormentioning

confidence: 99%

Analogies in medicine: valuable for learning, reasoning, remembering and naming

Pena

Andrade-Filho

2008

Adv in Health Sci Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…El patólogo debe conocer la historia clínica para situar los hallazgos anatomopatológicos en un adecuado contexto. Realiza un proceso complejo de resolución de problemas que requiere habilidades de pensamiento superior 2 . Tiene gran relevancia educativa en la formación del médico general, especialmente en el arte de la correlación clínico-patológica.…”

unclassified

Evaluación de motivación y satisfacción en la intervención educativa “Diseño de Casos Clínico Patológicos”: estudio piloto en estudiantes de medicina

Delgado¹,

H²,

Ortiz³

et al. 2022

Rev. méd. Chile

View full text Add to dashboard Cite

Motivation and satisfaction of medical students participating in an educational intervention on PathologyBackground: Undergraduate Pathology training in medicine is based on modalities centered on the teacher and associated with controlled motivation, with low satisfaction with the educational process. According to the Self-determination Theory, an early participation with responsibilities in clinical practice and an educational environment that promotes autonomy and basic psychological needs satisfaction (BPNS), would generate intrinsic motivation. Aim: To develop an educational intervention based on the pathologists´ workplace model, which supports a learning environment intended to the satisfaction of BPNS in medical students. To evaluate the results of the intervention on the levels of motivation and satisfaction. Material and Methods: In the first phase of the study, an educational modality focused on the student was planned, consisting of the design of a pathological clinical case (DPC), performing the specialist's steps under minimal supervision and a contextualized environment. In the second phase, the level of satisfaction (Scale of student experience) and intrinsic motivation in 3 rd year medical students was evaluated. Results: After the intervention, 99 students showed high levels of satisfaction (94% of agreement) and intrinsic motivation (6.7 of 7 points), including all sub-scales. They considered that their competences had increased and assessed the intervention as useful. Conclusions: DPC is an innovative, feasible and attractive methodology for Pathology learning, with a high degree of satisfaction and intrinsic motivation. This experience can be extended to similar disciplines.

show abstract

How Does a Pathologist Make a Diagnosis?

Pena

Andrade-Filho

2009

Archives of Pathology &Amp; Laboratory Medicine

View full text Add to dashboard Cite

A pathologic diagnosis is the result of a complex series of activities, mastered by the pathologist. The nature of these activities is, however, rarely talked about in depth. The medical literature occasionally discusses aspects of the pathologic diagnosis processes, generally departing from the pathologic practice. The lack of a model makes discussions about the subject a matter of preference or personal style. Educational programs are largely based on the apprenticeship model, and the development of specific abilities rests on the personal aspects of both apprentice and mentor. A model for the pathologic diagnostic process is proposed. The process of diagnosis can be viewed as an action plan, encompassing 4 domains: (1) cognitive, (2) communicative, (3) normative, and (4) medical conduct. The cognitive domain involves processes of perception, attention, memory, search, hypothesis creation, and verification, among others. Communicative skills consist of providing arguments in support of a diagnostic conclusion, with adequate clinical and relevant pathologic information. Pathologic diagnosis is also subject to technical rules (based on empirical experiences), rules of rational choice (strategies aiming at definite goals), and consensual rules among peers. Finally, the pathologic diagnosis has to be evaluated in the sphere of medical conduct, from the perspectives of both the pathologist and the referring clinician. An understanding of the diagnostic process from a theoretic perspective will benefit pathology as a science and a medical specialty because it provides the basis for understanding diagnostic variations and discrepancies. Pathologic difficulties or errors can be mapped, allowing the institution of specific remedies. This model may also enhance training and educational strategies because specific emphasis can be directed toward a particular difficulty.

show abstract

Implicações cognitivas, filosóficas e educativas do trabalho do patologista

Cited by 3 publications

References 3 publications

Analogies in medicine: valuable for learning, reasoning, remembering and naming

Analogies in medicine: valuable for learning, reasoning, remembering and naming

Evaluación de motivación y satisfacción en la intervención educativa “Diseño de Casos Clínico Patológicos”: estudio piloto en estudiantes de medicina

How Does a Pathologist Make a Diagnosis?

Contact Info

Product

Resources

About

Implicações cognitivas, filosóficas e educativas do trabalho do patologista

Cited by 3 publications

References 3 publications

Analogies in medicine: valuable for learning, reasoning, remembering and naming

Analogies in medicine: valuable for learning, reasoning, remembering and naming

Evaluación de motivación y satisfacción en la intervención educativa &#8220;Diseño de Casos Clínico Patológicos&#8221;: estudio piloto en estudiantes de medicina

How Does a Pathologist Make a Diagnosis?

Contact Info

Product

Resources

About

Evaluación de motivación y satisfacción en la intervención educativa “Diseño de Casos Clínico Patológicos”: estudio piloto en estudiantes de medicina