Intuition, analysis and reflection: An experimental study into the decision-making processes and thinking dispositions of osteopathy students

被引:8
作者
Spadaccini, Jonathan [1 ]
Esteves, Jorge E. [1 ]
机构
[1] British Sch Osteopathy, Res Ctr, London SE1 1JE, England
关键词
Decision-making; Dual process theory; Analytical reasoning; Intuitive reasoning; Thinking dispositions; Reflective thinking; Clinical reasoning; Osteopathy; DIAGNOSTIC ERROR; INDIVIDUAL-DIFFERENCES; REASONING STRATEGIES; COGNITIVE REFLECTION; JUDGMENT; PERSPECTIVE; EXPERIENCE; BIASES;
D O I
10.1016/j.ijosm.2014.04.004
中图分类号
R5 [内科学];
学科分类号
1002 ; 100201 ;
摘要
Background: Decision-making and reflective thinking are fundamental aspects of clinical reasoning. How osteopathy students think and make decisions will therefore have far-reaching implications throughout their professional lives. Models of decision-making are firmly established in cognitive science literature and their application is universal, yet the decision-making processes and thinking dispositions of osteopathy students remain relatively unexplored. Objectives and method: Using the Cognitive Reflection Test (CRT) to measure decision-making preferences and the 41-item Actively Open-minded Thinking disposition scale (AOT), this study set out to explore how osteopathy students at the start (novice; n = 44) and end (intermediate; n = 32) of their pre-professional training make decisions and how reflectively they think. Results: Intermediate level practitioners demonstrate significantly more analytical decision-making than their novice peers (p = 0.007; effect size = 0.31); however, reflective thinking dispositions do not change as participants progress through their training (p = 0.07). No significant association was found between analytical decision-making and reflective thinking (p = 0.85). Conclusions: The trend for intermediate level practitioners to demonstrate more analytical decision-making than novices, without significant differences in reflective thinking processes, supports other research that suggests osteopathic education promotes deductive over inductive reasoning in its graduates and that reasoning and thinking dispositions may develop independently of each other, given the skills and knowledge-based requirements of osteopathic education. (C) 2014 Elsevier Ltd. All rights reserved.
引用
收藏
页码:263 / 271
页数:9
相关论文
共 47 条
  • [1] [Anonymous], 1982, JUDGMENT UNCERTAINTY
  • [2] [Anonymous], MAN THER
  • [3] [Anonymous], 2009, PAIN MANAG
  • [4] The benefits of flexibility: the pedagogical value of instructions to adopt multifaceted diagnostic reasoning strategies
    Ark, Tavinder K.
    Brooks, Lee R.
    Eva, Kevin W.
    [J]. MEDICAL EDUCATION, 2007, 41 (03) : 281 - 287
  • [5] Barbey A.K., 2009, Encyclopedia of Neuroscience, P35
  • [6] Baron J., 1991, INFORMAL REASONING E, P169, DOI DOI 10.4324/9780203052228
  • [7] Boshuizen HP, 1992, COGNITIVE SCI, V16, P185
  • [8] Individual differences, judgment biases, and theory-of-mind: Deconstructing the intentional action side effect asymmetry
    Cokely, Edward T.
    Feltz, Adam
    [J]. JOURNAL OF RESEARCH IN PERSONALITY, 2009, 43 (01) : 18 - 24
  • [9] "Piensa" twice: On the foreign language effect in decision making
    Costa, Albert
    Foucart, Alice
    Arnon, Inbal
    Aparici, Melina
    Apesteguia, Jose
    [J]. COGNITION, 2014, 130 (02) : 236 - 254
  • [10] The importance of cognitive errors in diagnosis and strategies to minimize them
    Croskerry, P
    [J]. ACADEMIC MEDICINE, 2003, 78 (08) : 775 - 780