Critical thinking, biases and dual processing: The enduring myth of generalisable skills

@article{Monteiro2019CriticalTB,
  title={Critical thinking, biases and dual processing: The enduring myth of generalisable skills},
  author={Sandra Monteiro and Jonathan Sherbino and Matthew Sibbald and Geoff Norman},
  journal={Medical Education},
  year={2019},
  volume={54},
  pages={66 - 73}
}
The myth of generalisable thinking skills in medical education is gaining popularity once again. The implications are significant as medical educators decide on how best to use limited resources to prepare trainees for safe medical practice. This myth‐busting critical review cautions against the proliferation of curricular interventions based on the acquisition of generalisable skills. 
View on Wiley
onlinelibrary.wiley.com
31 Citations
Highly Influential Citations
1
Background Citations
10
Methods Citations
1

31 Citations

Citation Type

Citation Type

Scaffolding adolescents’ critical thinking and disciplinary literacy skills in an in-person and virtual humanities class
Abstract Critical thinking is one of the most highly sought skills in education, yet questions remain about instilling students with this elusive set of skills and dispositions. Is it generalizable…
Managing the tension: From innovation to application in health professions education
TLDR
Tensions in five major educational domains, namely curriculum, instruction, assessment, accreditation/regulation, and faculty development, are described, and solutions are presented to manage the tension.
The Once and Future Myths of Medical Education
  • G. Norman
  • Art
    Journal of graduate medical education
  • 2020
TLDR
The field of education seems particularly susceptible to the allure of plausible but untested ideas and fads (especially ones that are lucrative for their inventors), so it is hard to root out once an idea takes hold.
Where we've come from, where we might go.
  • G. Norman
  • Education
    Advances in health sciences education : theory and practice
  • 2020
TLDR
An essential role for research in teaching and learning is posited, using multiple methods from qualitative to neuropsychological to better understand the dimensions of effective teaching.
The student is key: A realist review of educational interventions to develop analytical and non‐analytical clinical reasoning ability
TLDR
The aim of this study is to develop understanding about the way educational interventions develop effective analytical and non‐analytical clinical reasoning ability, when they do, for whom and in what circumstances.
Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education
This study aims to describe how the metacognitive learning approach (MLA) helped a university's mathematics lecturer enhance students' Mathematical Critical Thinking Skills (MCTS) through mathematics…
Psychometric Properties of the Critical Thinking Disposition Assessment Test Amongst Medical Students in China: A Cross-Sectional Study
TLDR
The CTDA is a reliable and valid questionnaire to evaluate the disposition of medical students towards critical thinking in China and can reasonably be applied in critical thinking programs and medical education research.
Psychometric properties of the critical thinking disposition assessment test amongst medical students in China: a cross-sectional study
TLDR
The CTDA is a reliable and valid questionnaire to evaluate the disposition of medical students towards critical thinking in China and can reasonably be applied in critical thinking programs and medical education research.
Effect of Paper Versus Digital Reading in Health Professional Education: A Systematic Review and Meta-Analysis.
TLDR
Current evidence suggests little to no difference between paper and digital texts for reading comprehension in HPE, however, effects favoring paper-based reading when considering texts relevant to students' professional discipline are observed.
A clinical reasoning curriculum for medical students: an interim analysis
TLDR
The University of California, San Francisco School of Medicine launched a clinical reasoning curriculum that simultaneously emphasizes reasoning concepts and intentional knowledge construction; the roles of patients, families, interprofessional colleagues; and communication in diagnosis that led to high student self-efficacy.
...
1
2
3
4
...

References

SHOWING 1-10 OF 81 REFERENCES
Nursing education for critical thinking: an integrative review.
  • B. Adams
  • Psychology
    The Journal of nursing education
  • 1999
TLDR
This integrative review summarizes 20 research studies reported from 1977 to 1995 that review change in the critical thinking abilities of professional nursing students that were used in 18 of 20 studies.
The structure of reflective practice in medicine
TLDR
This work states that the capability to reflect consciously upon one's professional practice is generally considered important for the development of expertise and, hence, for education but no empirical research has been conducted into the nature of reflective practice in medicine.
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis…
Effects of reflective practice on the accuracy of medical diagnoses
TLDR
An experiment is conducted to study the effects of reflective practice on diagnostic accuracy and the results suggest that reflective practice can be an important instrument in improving clinical judgement and developing medical expertise.
Critical thinking: change during medical school and relationship to performance in clinical clerkships
TLDR
Critical thinking improved modestly but significantly from entry to medical school to near the end of year 3, and the ability of a critical thinking test to predict clerkship performance was limited.
Teaching Critical Thinking: A Case for Instruction in Cognitive Biases to Reduce Diagnostic Errors and Improve Patient Safety
TLDR
The authors argue that explicit instruction in metacognition in medical education, including awareness of cognitive biases, has the potential to reduce diagnostic errors and thus improve patient safety.
Teaching about how doctors think: a longitudinal curriculum in cognitive bias and diagnostic error for residents
TLDR
A longitudinal curriculum in diagnostic error and cognitive bias improved internal medicine residents’ knowledge and recognition of cognitive biases as measured by a novel assessment tool.
Reflection and reflective practice in health professions education: a systematic review
TLDR
A literature review was designed to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education, to understand the key variables influencing this educational process, identify gaps in the evidence, and explore any implications for educational practice and research.
Are Cognitive Skills Context-Bound?
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general…
Relationship between critical thinking skills and success in preclinical courses
  • J. N. Scott, R. Markert
  • Medicine
    Academic medicine : journal of the Association of American Medical Colleges
  • 1994
TLDR
Critical thinking skills as measured by the WGCTA are moderately predictive of academic success during the preclinical years of medical education.
...
1
2
3
4
5
...