Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes
Purpose: Diagnostic reasoning literature debates the significance of“dual-process theory”and the importance of its con- stituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical stu- dents could be trained to utilize System-1 thinking when ma...
| Main Authors: | , , , , , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
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2020
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| Online Access: | https://hdl.handle.net/10356/140943 |
| _version_ | 1824455194963869696 |
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| author | Rosby, Lucy Victoria Rotgans, Jerome Ingmar Tan, Gerald Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Schmidt, Henk |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Rosby, Lucy Victoria Rotgans, Jerome Ingmar Tan, Gerald Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Schmidt, Henk |
| author_sort | Rosby, Lucy Victoria |
| collection | NTU |
| description | Purpose: Diagnostic reasoning literature debates the significance of“dual-process theory”and the importance of its con- stituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical stu- dents could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnos- tic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score¼3.56/4, mean time¼2.34 s) com- pared with cases which had been seen only twice (mean score¼1.59/4, mean time¼7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory. |
| first_indexed | 2025-02-19T03:34:20Z |
| format | Journal Article |
| id | ntu-10356/140943 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2025-02-19T03:34:20Z |
| publishDate | 2020 |
| record_format | dspace |
| spelling | ntu-10356/1409432020-06-03T03:05:35Z Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes Rosby, Lucy Victoria Rotgans, Jerome Ingmar Tan, Gerald Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Schmidt, Henk Lee Kong Chian School of Medicine (LKCMedicine) Office of Medical Education Medical Education Research and Scholarship Unit Science::Medicine Medical Students Diagnostic Reasoning Purpose: Diagnostic reasoning literature debates the significance of“dual-process theory”and the importance of its con- stituent types of thinking: System-1and System-2. This experimental study aimed to determine whether novice medical stu- dents could be trained to utilize System-1 thinking when making diagnoses based on chest X-rays. Method: Second-year medical students were recruited and presented with a series of eight online chest X-rays cases. Participants were shown half of the cases repeatedly during a training phase and the other half only twice. During the final test phase, they were shown all eight cases, providing a diagnosis as a free text answer. Dependent variables were diagnos- tic accuracy and response time. Results: Thirty-two students participated. During the test phase, students responses were significantly more accurate and faster for cases which had been seen repeatedly during the training phase (mean score¼3.56/4, mean time¼2.34 s) com- pared with cases which had been seen only twice (mean score¼1.59/4, mean time¼7.50 s). Conclusion: This study demonstrates that it is possible to induce in novice students the speed-to-diagnosis and diagnostic accuracy typical of System-1-type reasoning. The full experimental design and the chest X-rays used may provide new opportunities to explore some of the issues surrounding dual-process theory. 2020-06-03T03:05:35Z 2020-06-03T03:05:35Z 2018 Journal Article Rosby, L. V., Rotgans, J. I., Tan, G., Low-Beer, N., Mamede, S., Zwaan, L., & Schmidt, H. (2018). Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes. Medical Teacher, 40(10), 1030-1035. doi:10.1080/0142159x.2017.1418502 0142-159X https://hdl.handle.net/10356/140943 10.1080/0142159X.2017.1418502 29421975 2-s2.0-85041835181 10 40 1030 1035 en Medical Teacher © 2018 Informa UK Limited, trading as Taylor & Francis Group. All rights reserved. |
| spellingShingle | Science::Medicine Medical Students Diagnostic Reasoning Rosby, Lucy Victoria Rotgans, Jerome Ingmar Tan, Gerald Low-Beer, Naomi Mamede, Silvia Zwaan, Laura Schmidt, Henk Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes |
| title | Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes |
| title_full | Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes |
| title_fullStr | Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes |
| title_full_unstemmed | Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes |
| title_short | Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes |
| title_sort | inducing system 1 type diagnostic reasoning in second year medical students within 15 minutes |
| topic | Science::Medicine Medical Students Diagnostic Reasoning |
| url | https://hdl.handle.net/10356/140943 |
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