Teaching Cognitive Biases in Clinical Decision Making: A Case-Based Discussion
This resource consists of five case scenarios aimed to teach/test participants in identifying the inherent cognitive biases as well as in considering alternative diagnoses (“thinking out of the box”). These cases are embedded with cognitive biases commonly encountered in the clinical setting. By usi...
| Main Authors: | , , |
|---|---|
| Format: | Teaching Resource |
| Language: | English English English English English |
| Published: |
https://www.mededportal.org
2015
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/11811/ http://ir.unimas.my/id/eprint/11811/3/Copyright%20License.pdf http://ir.unimas.my/id/eprint/11811/12/Blueprint%20Template%20For%20Developing%20Case%20Scenarios%20on%20Cognitive%20Biases%20In%20Clinical%20Decision%20Making.pdf http://ir.unimas.my/id/eprint/11811/13/Case%20Scenarios.pdf http://ir.unimas.my/id/eprint/11811/15/Instructor%27s%20Guide.pdf http://ir.unimas.my/id/eprint/11811/16/Discussion%20Guide.pdf |
| Summary: | This resource consists of five case scenarios aimed to teach/test participants in identifying the inherent cognitive biases as well as in considering alternative diagnoses (“thinking out of the box”). These cases are embedded with cognitive biases commonly encountered in the clinical setting. By using a blueprint to guide the creation of these cases, at least two or more aspects of patient care are tested (e.g. history taking, physical exam, data interpretation, diagnosis).
Theoretically, each of these cases is framed in such a way as to lead the participants into an obvious diagnosis. But besides the obvious diagnosis, there are subtle clinical cues that point to the likelihood of another more urgent or life threatening diagnosis that must be considered. The participants should be reminded that in real situations, the failure to consider these life-threatening conditions may be detrimental to the patient.
Undergirding the construct of these cases is the theoretical basis that if the participants slow down and reflect on questions like "Is there any life or limb threat that I need to rule out in this patient?," "If I am wrong, what else could it be?," or "Do I have sufficient evidences to support or exclude this diagnosis?," the participants are more likely to avoid these cognitive biases and be able to pick up the second diagnoses. |
|---|