Improving diagnostic capabilities of medical students via application of cognitive sciences-derived learning principles.
OBJECTIVE
There is limited experimental evidence concerning how best to train students to perform differential diagnosis. We compared 2 different methods for training 2nd-year medical students to perform differential diagnosis (DDX) of heart failure: a traditional classroom-based lecture (control group) versus a cognitive sciences-based approach to DDX instruction implemented through a computer-based tutor (treatment group).


METHODS
Following random assignment to either group, students were trained for 75 minutes, and then given a 40-item examination comprised of cases that varied along a typicality gradient from prototypical (easy) to less typical (hard).


RESULTS
The treatment group diagnosed correctly significantly more test cases than the control group (74% versus 60%, respectively). The treatment group also diagnosed correctly significantly more cases at the extremes of the typicality gradient: 81% versus 65%, respectively, for the prototypical cases; 65% versus 48%, respectively, for the most difficult cases.


CONCLUSIONS
The ability to perform differential diagnosis is enhanced by training based upon principles of cognitive sciences.
Papa
Frank J
FJ
University of North Texas Health Science Center, TX, USA. fpapa@hsc.unt.edu
Oglesby
Michael W
MW
Aldrich
David G
DG
Schaller
Frederick
F
Cipher
Daisha J
DJ
D000328:Adult; D002309:Cardiology / Q000193:education*; D002983:Clinical Competence / Q000592:standards*; D019336:Cognitive Science / Q000379:methods*; D003937:Diagnosis, Differential; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006333:Heart Failure / Q000175:diagnosis*; D006801:Humans; D013663:Teaching / Q000379:methods*