Teaching heuristics and mnemonics to improve generation of differential diagnoses

Bibliographic Data

ID15328322
AuthorsFrederic Stuart Leeds (0000-0002-8712-0915, Family Medicine, Wright State University Boonshoft School of Medicine (WSUBSOM), Fairborn, OH, USA, corresponding author), Kareem M Atwa (PGY-1 Resident, Bethesda Hospital Family Medicine Residency Program, Cincinnati, OH, USA), Alexander M Cook (PGY-1 Resident, University of Chicago Family Medicine Residency Program, Chicago, IL, USA), Katharine Conway (0000-0002-5239-0712, Wright State University), Katharine A Conway (Family Medicine, Wright State University Boonshoft School of Medicine (WSUBSOM), Fairborn, OH, USA), Timothy N Crawford (0000-0001-8005-4495, Family Medicine, Wright State University Boonshoft School of Medicine (WSUBSOM), Fairborn, OH, USA)
Year2020
Volume25
Issue1
Pages1742967-1742967
Publication date2020-01-01
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2020.1742967
PMID32182197
OpenAlexW3010842908
LanguageEN
Citations received2
References cited28

Background : Differential diagnosis (DDx) is one of the key cognitive skills that medical learners must develop. However, little is known regarding the best methods for teaching DDx skills. As metacognition plays a fundamental role in the diagnostic process, we hypothesized that the teaching of specific heuristics and mnemonics collectively termed metamemory techniques (MMTs) would enhance the capacity of medical students to generate differential diagnoses. Methods : In a 90-min DDx workshop, third-year medical students (N = 114) were asked to generate differentials before and after learning each of four MMTs. Differential sizes were compared using a linear mixed-effect model. Students also completed a post-session questionnaire which included a subjective ranking of the MMTs, as well as Likert-scale and free-text sections for course feedback. Results : One MMT (the Mental CT Scan , an anatomic visualization technique) significantly increased the size of student differentials (+13.3%, p =.0005). However, a marked cumulative increase across all four MMTs was noted (+36.5%, p Mental CT Scan the most useful MMT (51.5%). They found the workshop both worthwhile (4.51/5, CI 4.33-4.69) and enjoyable (4.33/5, CI 4.12-4.55), and considered the MMTs they learned useful and practical (4.49/5, CI 4.32-4.67). Conclusion : The MMT-based DDx workshop was effective in enhancing the skill of DDx generation, and was rated very favorably by students

Cognitive psychology · Differential (mechanical device · Heuristics · Medical diagnosis · Medical education · Medical physics · Mnemonic · Radiology · Ranking (information retrieval · Session (web analytics · Clinical Reasoning and Diagnostic Skills · Computer Science · Empathy and Medical Education · Engineering · Innovations in Medical Education · Medicine · Psychology · Artificial Intelligence

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