The Representation and Use of Uncertainty and Metaknowledge in MILORD, a System for Diagnostic Reasoning

1993 ◽  
pp. 35-41
Author(s):  
R. López de Mántaras
Keyword(s):  
Diagnostic Reasoning

Order effects in probabilistic diagnostic reasoning

2009 ◽  
Author(s):  
Franziska Bocklisch ◽  
Josef F. Krems
Keyword(s):  
Diagnostic Reasoning ◽  
Order Effects

The Time Course of Hypothesis Activation During Diagnostic Reasoning

2007 ◽  
Author(s):  
Martin Baumann ◽  
Katja Mehlhorn ◽  
Franziska Bocklisch ◽  
Georg Jahn ◽  
Josef F. Krems
Keyword(s):  
Time Course ◽  
Diagnostic Reasoning

Reasoners consider alternative causes in predictive and diagnostic reasoning.

2019 ◽  
Vol 45 (12) ◽  
pp. 2188-2208
Author(s):  
André Aßfalg ◽  
Karl Christoph Klauer
Keyword(s):  
Diagnostic Reasoning

Ways that nurse practitioner students self-explain during diagnostic reasoning

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Leah Burt ◽  
Susan Corbridge ◽  
Colleen Corte ◽  
Laurie Quinn ◽  
Lorna Finnegan ◽  
...  
Keyword(s):  
Problem Solving ◽  
Health Care Providers ◽  
Nurse Practitioner ◽  
Descriptive Analysis ◽  
Diagnostic Errors ◽  
Diagnostic Reasoning ◽  
Knowledge Structures ◽  
Future Research ◽  
Biological Knowledge ◽  
Care Providers

Abstract Objectives An important step in mitigating the burden of diagnostic errors is strengthening diagnostic reasoning among health care providers. A promising way forward is through self-explanation, the purposeful technique of generating self-directed explanations to process novel information while problem-solving. Self-explanation actively improves knowledge structures within learners’ memories, facilitating problem-solving accuracy and acquisition of knowledge. When students self-explain, they make sense of information in a variety of unique ways, ranging from simple restatements to multidimensional thoughts. Successful problem-solvers frequently use specific, high-quality self-explanation types. The unique types of self-explanation present among nurse practitioner (NP) student diagnosticians have yet to be explored. This study explores the question: How do NP students self-explain during diagnostic reasoning? Methods Thirty-seven Family NP students enrolled in the Doctor of Nursing Practice program at a large, Midwestern U.S. university diagnosed three written case studies while self-explaining. Dual methodology content analyses facilitated both deductive and qualitative descriptive analysis. Results Categories emerged describing the unique ways that NP student diagnosticians self-explain. Nine categories of inference self-explanations included clinical and biological foci. Eight categories of non-inference self-explanations monitored students’ understanding of clinical data and reflect shallow information processing. Conclusions Findings extend the understanding of self-explanation use during diagnostic reasoning by affording a glimpse into fine-grained knowledge structures of NP students. NP students apply both clinical and biological knowledge, actively improving immature knowledge structures. Future research should examine relationships between categories of self-explanation and markers of diagnostic success, a step in developing prompted self-explanation learning interventions.

scholarly journals The effect of prior experience on diagnostic reasoning: exploration of availability bias

Diagnosis ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 265-272
Author(s):  
Sandra Monteiro ◽  
Jonathan Sherbino ◽  
Jonathan S. Ilgen ◽  
Emily M. Hayden ◽  
Elizabeth Howey ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Features ◽  
Patient Characteristics ◽  
Diagnostic Error ◽  
Diagnostic Reasoning ◽  
Error Rates ◽  
Prior Exposure ◽  
Clinical Vignettes ◽  
Experience Levels ◽  
Similar Patient

AbstractObjectivesDiagnostic reasoning has been shown to be influenced by a prior similar patient case. However, it is unclear whether this process influences diagnostic error rates or whether clinicians at all experience levels are equally susceptible. The present study measured the influence of specific prior exposure and experience level on diagnostic accuracy.MethodsTo create the experience of prior exposure, participants (pre-clerkship medical students, emergency medicine residents, and faculty) first verified diagnoses of clinical vignettes. The influence of prior exposures was measured using equiprobable clinical vignettes; indicating two diagnoses. Participants diagnosed equiprobable cases that were: 1) matched to exposure cases (in one of three conditions: a) similar patient features, similar clinical features; b) dissimilar patient features, similar clinical features; c) similar patient features, dissimilar clinical features), or 2) not matched to any prior case (d) no exposure). A diagnosis consistent with a matched exposure case was scored correct. Cases with no prior exposure had no matched cases, hence validated the equiprobable design.ResultsDiagnosis A represented 47% of responses in condition d, but there was no influence of specific similarity of patient characteristics for Diagnosis A, F(3,712)=7.28, p=0.28 or Diagnosis B, F(3,712)=4.87, p=0.19. When re-scored based on matching both equiprobable diagnoses, accuracy was high, but favored faculty (n=40) 98%, and residents (n=39) 98% over medical students (n=32) 85%, F(2,712)=35.6, p<0.0001. Accuracy for medical students was 84, 87, 94, and 73% for conditions a–d, respectively, interaction F(2,712)=3.55, p<0.002.ConclusionsThe differential diagnosis of pre-clerkship medical students improved with prior exposure, but this was unrelated to specific case or patient features. The accuracy of medical residents and staff was not influenced by prior exposure.

Critical thinking and diagnostic reasoning when assessing problems with the genitourinary system

2022 ◽  
Vol 31 (1) ◽  
pp. 28-32
Author(s):  
Karen Powell
Keyword(s):  
Critical Thinking ◽  
Early Diagnosis ◽  
Clinical Diagnosis ◽  
Relevant Information ◽  
Diagnostic Reasoning ◽  
Comprehensive Understanding ◽  
Genitourinary System ◽  
Urological Disorders

Urological conditions have become increasingly common and early diagnosis is key to achieving better outcomes. This article discusses the importance of having a comprehensive understanding of urological disorders, having the skills to interpret relevant information, and recognising the relationships among given elements to make an appropriate clinical diagnosis.

Physician Perspective on Utilizing Guided Parental Exam To Augment Diagnostic Reasoning

2021 ◽  
Author(s):  
Sath Sudhanthar ◽  
Kripa Thakur ◽  
Jane Turner ◽  
Yakov Sigal ◽  
Jon Gold ◽  
...  
Keyword(s):  
Diagnostic Reasoning ◽  
Physician Perspective

Comparing Nurse Practitioner Student Diagnostic Reasoning Outcomes in Telehealth and Face-to-Face Standardized Patient Encounters

2018 ◽  
Vol 9 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Laurie Posey ◽  
Christine Pintz ◽  
Quiping (Pearl) Zhou ◽  
Karen Lewis ◽  
Pamela Slaven-Lee ◽  
...  
Keyword(s):  
Nurse Practitioner ◽  
Diagnostic Reasoning ◽  
Standardized Patient ◽  
Face To Face ◽  
Standardized Patient Encounters

Teaching Diagnostic Reasoning to Advanced Practice Nurses: Positives and Negatives

2019 ◽  
Vol 26 ◽  
pp. 24-31 ◽  
Author(s):  
Jacqueline B. LaManna ◽  
Frank Guido-Sanz ◽  
Mindi Anderson ◽  
Susan K. Chase ◽  
Josie A. Weiss ◽  
...  
Keyword(s):  
Advanced Practice Nurses ◽  
Diagnostic Reasoning ◽  
Advanced Practice ◽  
Practice Nurses
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