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Biomedical subjects

P J Feltovich

Publications and source records attributed to P J Feltovich.

7 recordsLinked to original sources
PubMed2000

Factors influencing analysis of complex cognitive tasks: a framework and example from industrial process control.

We propose that considering four categories of task factors can facilitate knowledge elicitation efforts in the analysis of complex cognitive tasks: materials, strategies, knowledge characteristics, and goals. A study was conducted to examine the effects of altering aspects of two of these task categories on problem-solving behavior across skill levels: materials and goals. Two versions of an applied engineering problem were presented to expert, intermediate, and novice participants. Participants were to minimize the cost of running a steam generation facility by adjusting steam generation levels and flows. One version was cast in the form of a dynamic, computer-based simulation that provided immediate feedback on flows, costs, and constraint violations, thus incorporating key variable dynamics of the problem context. The other version was cast as a static computer-based model, with no dynamic components, cost feedback, or constraint checking. Experts performed better than the other groups across material conditions, and, when required, the presentation of the goal assisted the experts more than the other groups. The static group generated richer protocols than the dynamic group, but the dynamic group solved the problem in significantly less time. Little effect of feedback was found for intermediates, and none for novices. We conclude that demonstrating differences in performance in this task requires different materials than explicating underlying knowledge that leads to performance. We also conclude that substantial knowledge is required to exploit the information yielded by the dynamic form of the task or the explicit solution goal. This simple model can help to identify the contextual factors that influence elicitation and specification of knowledge, which is essential in the engineering of joint cognitive systems.

Cognitive Science↗
PubMed1993

Problem-based student-directed learning in medicine.

Since World War II, there has been an explosion of medical facts and knowledge. It is almost impossible for a medical student to memorize and retain all there is to know. Even if he or she could, the data base is constantly changing, and new knowledge is being discovered. It is the responsibility of the physician to remain current, even though there are no daily lectures. Problem-based student-directed learning offers the student a different context within which to learn and lays the foundation for becoming a lifelong independent learner.

Curriculum↗
PubMed1990

A survey of medical school teachers to identify basic biomedical concepts medical students should understand.

Insights from the cognitive sciences indicate a continuing need for physicians to understand conceptual knowledge from the basic sciences, despite recent concerns regarding the increasing amount of information in medicine and the growing emphasis on performance skills. A 1987 survey of selected basic science and clinical teachers in North American medical schools was undertaken to identify basic biomedical concepts that are important in the practice of medicine and to specify how difficult these are for students to learn, apply, or both. Responses from faculty (nominated by their deans to answer the survey) from 82% of the medical schools indicated considerable agreement between the basic science teachers and clinical teachers on the relative importance of a set of biomedical concepts, and showed relatively minor levels of disagreement on how difficult these concepts are. The judgments of these teachers could prove extremely useful in (1) determining concepts that--because of their importance--should receive special attention in curriculum efforts, and (2) determining concepts that--because of their difficulty--need "special handling."

Canada↗
PubMed1989

Foundations of a misunderstanding of the ultrastructural basis of myocardial failure: a reciprocation network of oversimplifications.

A misconception regarding the ultrastructural basis of myocardial failure has been observed in laboratory studies involving medical students and practicing physicians, in medical textbooks, and in clinical instruction of students. This misconception attributes heart failure to overextension of individual cardiac muscle fibres and their sarcomeres, resulting in a mechanically based decline in contractile force production. The basis of the misconception is a set of component misconceptions which interact in reciprocally supportive ways. The interlocking nature of the component misunderstandings strengthens the overall misconception, making it difficult to undermine. A contributor to many aspects of the faulty account of heart failure is a tendency toward oversimplification of complex phenomena in learning, instruction, and scientific research. Implications for medical education are considered.

Cognitive Dissonance↗
PubMed1987

The clinical reasoning process.

Medical school teachers must have an accurate idea of the doctor's clinical reasoning process (CRP) in order to provide students with learning experiences and evaluations that will ensure their acquisition of an effective and efficient CRP. It is difficult to derive this understanding from much that has been written on the subject. It is important to recognize that clinical problems are ill-structured and that the doctor's reasoning is built around a temporal unfolding of information. A model for the CRP is described along with a critique of other models that have been suggested. The results of research that examines components of the process must be seen in relation to the overall process.

Clinical Competence↗