Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research

Andrew S. Parsons; Thilan P. Wijesekera; Andrew P.J. Olson; Dario Torre; Steven J. Durning; Michelle Daniel

doi:10.1080/0142159x.2024.2359963

Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research

Andrew S. Parsons, Thilan P. Wijesekera, Andrew P.J. Olson, Dario Torre, Steven J. Durning, Michelle Daniel

Medicine - Hospital Medicine

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

From dual process to a family of theories known collectively as situativity, both micro and macro theories of cognition inform our current understanding of clinical reasoning (CR) and error. CR is a complex process that occurs in a complex environment, and a nuanced, expansive, integrated model of these theories is necessary to fully understand how CR is performed in the present day and in the future. In this perspective, we present these individual theories along with figures and descriptive cases for purposes of comparison before exploring the implications of a transtheoretical model of these theories for teaching, assessment, and research in CR and error.

Original language	English (US)
Journal	Medical Teacher
DOIs	https://doi.org/10.1080/0142159x.2024.2359963
State	Accepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

assessment
Clinical reasoning
situativity

PubMed: MeSH publication types

Journal Article

Publisher link

10.1080/0142159x.2024.2359963

Cite this

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abstract = "From dual process to a family of theories known collectively as situativity, both micro and macro theories of cognition inform our current understanding of clinical reasoning (CR) and error. CR is a complex process that occurs in a complex environment, and a nuanced, expansive, integrated model of these theories is necessary to fully understand how CR is performed in the present day and in the future. In this perspective, we present these individual theories along with figures and descriptive cases for purposes of comparison before exploring the implications of a transtheoretical model of these theories for teaching, assessment, and research in CR and error.",

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AU - Olson, Andrew P.J.

AU - Torre, Dario

AU - Durning, Steven J.

AU - Daniel, Michelle

PY - 2024

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N2 - From dual process to a family of theories known collectively as situativity, both micro and macro theories of cognition inform our current understanding of clinical reasoning (CR) and error. CR is a complex process that occurs in a complex environment, and a nuanced, expansive, integrated model of these theories is necessary to fully understand how CR is performed in the present day and in the future. In this perspective, we present these individual theories along with figures and descriptive cases for purposes of comparison before exploring the implications of a transtheoretical model of these theories for teaching, assessment, and research in CR and error.

AB - From dual process to a family of theories known collectively as situativity, both micro and macro theories of cognition inform our current understanding of clinical reasoning (CR) and error. CR is a complex process that occurs in a complex environment, and a nuanced, expansive, integrated model of these theories is necessary to fully understand how CR is performed in the present day and in the future. In this perspective, we present these individual theories along with figures and descriptive cases for purposes of comparison before exploring the implications of a transtheoretical model of these theories for teaching, assessment, and research in CR and error.

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Beyond thinking fast and slow: Implications of a transtheoretical model of clinical reasoning and error on teaching, assessment, and research

Abstract

Bibliographical note

Keywords

PubMed: MeSH publication types

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