A complex cognitive activity by which clinicians collect, process and interpret patient information in order to develop a diagnosis, therapeutic decisions and prognosis
A preventable adverse effect of care, whether or not it is evident or harmful to the patient. This might include an inaccurate or incomplete diagnosis or treatment of a disease, injury, syndrome, behaviour, infection, or other ailment
Explains how clinicians think when reasoning through a patient's case. Thinking is categorized in two systems: System 1 (Intuitive process) and System 2 (Analytical / Rational)
Mostly at the subconscious level/ automatic, Pattern recognition, More developed and used by experienced practitioners, Takes years to develop, Difficult to put into words, Low scientific rigor, Heuristics, Plenty of cognitive biases
Effort dependent, Hypothetico-deductive method, Requires knowledge, Easy to put into words, Repetitive use of System 2 leads to better understanding and development of System 1, Largely forms the basis of the medical education
The ability of thinkers to take charge of their own thinking - metacognition. This requires sound criteria and standards for analyzing and assessing one's own thinking and routine use of those criteria and standards to improve its quality
Through deliberate practice, learners adapt and individualize their schema — tying these frameworks to prior clinical knowledge and experience, which keeps them robust and accessible and allowing a schema to "work" best for them