Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.
Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.
Dr. Ho Ping Kong Center for Excellence in Education and Practice, University Health Network-Western Division, 399 Bathurst Street, 8 East 427B, Toronto, ON M5T 2S8, Canada. mattsibbald@gmail.com
Matt
M
Sibbald
James
J
McKinney
Rodrigo B
RB
Cavalcanti
Eric
E
Yu
David A
DA
Wood
Parvathy
P
Nair
Kevin W
KW
Eva
Rose
R
Hatala
D002309:Cardiology / Q000193:education*; D002983:Clinical Competence; D003951:Diagnostic Errors / Q000517:prevention & control; D006331:Heart Diseases / Q000175:diagnosis; D006801:Humans; D008348:Manikins; D010808:Physical Examination / Q000379:methods; D013663:Teaching / Q000379:methods*