Self-regulated learning and the future of diagnostic reasoning education.
| Autor: | Goldowsky A; Division of Gastroenterology and Hepatology, Boston University School of Medicine, Boston, MA, USA., Rencic J; Section of General Internal Medicine, Boston University School of Medicine, Boston, MA, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Diagnosis (Berlin, Germany) [Diagnosis (Berl)] 2022 Dec 08; Vol. 10 (1), pp. 24-30. Date of Electronic Publication: 2022 Dec 08 (Print Publication: 2023). |
| DOI: | 10.1515/dx-2022-0066 |
| Abstrakt: | Diagnostic reasoning is a foundational ability of health professionals. The goal of enhancing clinical reasoning education is improved diagnostic accuracy and reduced diagnostic error. In order to do so, health professions educators need not only help learners improve their clinical reasoning, but teach them how to develop expert performance. An evidence-based learning strategy that is strongly associated with expert performance is self-regulated learning (SRL). SRL is the modulation of "self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals". At this time, there is little data on the use of SRL to improve diagnostic reasoning. However, there appear to be numerous opportunities to utilize SRL in novel ways to improve diagnostic reasoning given what is already known about this competency. Examples that are discussed include the role SRL can play in simulation, clinical experiences, assessment, and novel technologies such as virtual reality, artificial intelligence, and machine learning. SRL is central to the philosophy that health professionals are life-long learners, as it teaches learners "how to learn". SRL has the potential to help achieve the goal of improved diagnostic accuracy and reduced diagnostic error. (© 2022 Walter de Gruyter GmbH, Berlin/Boston.) |
| Databáze: | MEDLINE |
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