Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159

Boyle, James G.; Walters, Matthew; Jamieson, Susan; Durning, Steven J.

doi:10.1080/0142159x.2023.2190479

Cited by 3 publications

(2 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the distributed cognition process was not explicitly addressed in the reviewed studies, it must be considered for the future development of IPE programs as it is involved in interprofessional collaboration. The distributed cognition theory [68][69][70] posits that cognitive processes are not individually produced, but emerge from the collaborative activities of group members. Accordingly, cognition is decentralized in a system, and it is encultured.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Colonnello

Kinoshita

Yoshida

et al. 2023

IME

View full text Add to dashboard Cite

Background: As a contribution to developing interprofessional education (IPE) synergy between medical education systems in the European Higher Education Area (EHEA), this review aims to describe the IPE experiences for undergraduate medical students implemented in EHEA member countries. Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was conducted on SCOUPS and MEDLINE databases. Inclusion criteria were peer-reviewed English language articles about undergraduate medical students, interprofessional education, and EHEA countries, published January 2000–September 2022. Results: The 32 included studies were from 14 of the 49 EHEA countries. In most of the studies, the theoretical background leading the intervention was not reported (n = 25), and in several studies (n = 16) the students were from two professions only. The reported outcomes were related to self-assessment knowledge about IPE and satisfaction about the program. In 24 studies, the assessment was based on the study’s ad hoc measures only. Limitations ranged from selection bias to lack of objective measures. Conclusion: Future directions should envision developing IPE among EHEA countries, including agreement and consistency across EHEA countries in reporting theories, educational methods, and standardized IPE evaluation measures.

show abstract

Section: Discussionmentioning

confidence: 99%

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Colonnello

Kinoshita

Yoshida

et al. 2023

IME

View full text Add to dashboard Cite

show abstract

“…Situativity theorists do not deny the existence of cognitive structures—they embrace them. However, they do argue that cognitive processes not only take place “inside the head” but also “in the world.” In other words, external factors (such as the electronic health record, time for the appointment, availability of support staff) are not just noise but are important elements of the cognitive process, and that there is a non-linear relationship between the input and output of the process [ 33 ]. Research in medical education, specifically on context specificity, supports the notion that clinical reasoning cannot be entirely separated from the context in which it takes place [ 34 , 35 ].…”

Section: Four Principles For Teaching Clinical Reasoningmentioning

confidence: 99%

Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside

Durning,

Jung,

Kim

et al. 2024

Korean J Med Educ

Self Cite

View full text Add to dashboard Cite

Clinical reasoning has been characterized as being an essential aspect of being a physician. Despite this, clinical reasoning has a variety of definitions and medical error, which is often attributed to clinical reasoning, has been reported to be a leading cause of death in the United States and abroad. Further, instructors struggle with teaching this essential ability which often does not play a significant role in the curriculum. In this article, we begin with defining clinical reasoning and then discuss four principles from the literature as well as a variety of techniques for teaching these principles to help ground an instructors’ understanding in clinical reasoning. We also tackle contemporary challenges in teaching clinical reasoning such as the integration of artificial intelligence and strategies to help with transitions in instruction (e.g., from the classroom to the clinic or from medical school to residency/registrar training) and suggest next steps for research and innovation in clinical reasoning.

show abstract

Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research

Parsons,

Wijesekera,

Olson

et al. 2024

Medical Teacher

View full text Add to dashboard Cite

Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159

Cited by 3 publications

References 59 publications

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Teaching clinical reasoning: principles from the literature to help improve instruction from the classroom to the bedside

Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research

Contact Info

Product

Resources

About