The Unconscious Thought Effect in Clinical Decision Making: An Example in Diagnosis

The unconscious thought effect refers to improved judgments and decisions after a period of distraction. The authors studied the unconscious thought effect in a complex and error-prone part of clinical decision making: diagnosis. Their aim was to test whether conscious versus unconscious processing influenced diagnosis of psychiatric cases. They used case descriptions from the DSM-IV casebook. Half of the participants were randomly assigned to the conscious-processing-condition (i.e., consciously thinking about the information they read in the case description), the other half to the unconscious-processing condition (i.e., performing an unrelated distracter task). The main dependent measure was the total number of correct classifications. Compared to conscious processing, unconscious processing significantly increased the number of correct classifications. The results show the potential merits of unconscious processing in diagnostic decision making.

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A simulation-based approach to training in heuristic clinical decision-making

Diagnosis ◽

10.1515/dx-2018-0084 ◽

2019 ◽

Vol 6 (2) ◽

pp. 91-99 ◽

Cited By ~ 5

Author(s):

Ghazwan Altabbaa ◽

Amanda D. Raven ◽

Jason Laberge

Keyword(s):

Decision Making ◽

Clinical Decision Making ◽

Cognitive Biases ◽

Clinical Decision ◽

Order Effect ◽

Medical Residents ◽

Scenario Design ◽

Diagnostic Decision ◽

Momentum Bias ◽

Diagnostic Decision Making

Abstract Background Cognitive biases may negatively impact clinical decision-making. The dynamic nature of a simulation environment can facilitate heuristic decision-making which can serve as a teaching opportunity. Methods Momentum bias, confirmation bias, playing-the-odds bias, and order-effect bias were integrated into four simulation scenarios. Clinical simulation educators and human factors specialists designed a script of events during scenarios to trigger heuristic decision-making. Debriefing included the exploration of frames (mental models) resulting in the observed actions, as well as a discussion of specific bias-prone frames and bias-resistant frames. Simulation sessions and debriefings were coded to measure the occurrence of bias, recovery from biased decision-making, and effectiveness of debriefings. Results Twenty medical residents and 18 medical students participated in the study. Twenty pairs (of one medical student and one resident) and two individuals (medical residents alone) completed a simulation session. Evidence of bias was observed in 11 of 20 (55%) sessions. While most participant pairs were able to avoid or recover from the anticipated bias, there were three sessions with no recovery. Evaluation of debriefings showed exploration of frames in all the participant pairs. Establishing new bias-resistant frames occurred more often when the learners experienced the bias. Conclusions Instructional design using experiential learning can focus learner attention on the specific elements of diagnostic decision-making. Using scenario design and debriefing enabled trainees to experience and analyze their own cognitive biases.

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Clinical Decision Making and Oral Motor Treatments

ASHA Leader ◽

10.1044/leader.ftr3.10082005.8 ◽

2005 ◽

Vol 10 (8) ◽

pp. 8-35 ◽

Cited By ~ 9

Author(s):

Heather M. Clark

Keyword(s):

Decision Making ◽

Clinical Decision Making ◽

Clinical Decision ◽

Oral Motor

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Debates in Dysphagia Management: How Do You Use Evidence-Based Practice in Your Dysphagia Patient Care?

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd20.4.121 ◽

2011 ◽

Vol 20 (4) ◽

pp. 121-123

Author(s):

Jeri A. Logemann

Keyword(s):

Decision Making ◽

Patient Care ◽

Clinical Outcomes ◽

Clinical Judgment ◽

Clinical Decision Making ◽

Evidence Based Practice ◽

Clinical Decision ◽

Evidence Based ◽

Clinical Method ◽

Do So

Evidence-based practice requires astute clinicians to blend our best clinical judgment with the best available external evidence and the patient's own values and expectations. Sometimes, we value one more than another during clinical decision-making, though it is never wise to do so, and sometimes other factors that we are unaware of produce unanticipated clinical outcomes. Sometimes, we feel very strongly about one clinical method or another, and hopefully that belief is founded in evidence. Some beliefs, however, are not founded in evidence. The sound use of evidence is the best way to navigate the debates within our field of practice.

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