Evaluation of an Intelligent Tutoring System in Pathology: Effects of External Representation on Performance Gains, Metacognition, and Acceptance

Abstract

Cognitive tutoring is associated with improved diagnostic performance in a complex medical domain. The effect is retained at one-week post-training. Knowledge-focused external problem representation shows an advantage over case-focused representation for metacognitive effects and user acceptance.

Perspectives on Diagnostic Failure and Patient Safety

“…All of this work should be strongly embedded in the clinical context of patient safety. Additional strategies such as using checklists (Ely et al 2011), forcing functions, algorithms, cognitive tutoring systems (Crowley et al 2007) and other clinical decision support all require further research and development. As Thomas and Brennan (2010) note, the first chapter on diagnostic adverse events is now written: we know they are there and how important they are.…”

A natural language intelligent tutoring system for training pathologists: implementation and evaluation

“…Crowley, Legowski, Medvedeva, & Tseytlin, 2005; R. S. Crowley et al, 2007;R.S. Crowley & Medvedeva, 2006) -an ITS that teaches visual classification problem solving based on a cognitive model of expertise in the domain of inflammatory diseases of skin.…”

A multifactor approach to student model evaluation

“…The SlideTutor System is one instantiation of our general Visual Classification Tutoring (VCT) framework for ontology-driven tutoring of visual classification problem solving (Crowley and Medvedeva 2006). SlideTutor provides tutoring in Dermatopathology, and has been shown to significantly increase diagnostic accuracy of pathology residents (Crowley et al 2007). Classification problem solving is a common cognitive task that involves determining the class for an unclassified instance by observing and interpreting features of the instance (Clancey and Letsinger 1981;Clancey 1984).…”