Metacognition in Patient Safety

Ian Walsh, Andrew Spence, James Murray

Research output: Contribution to conferencePaper

Abstract

OBJECTIVES: To determine if cognitive reflection has a positive influence on clinical decision making in undergraduate medical students. METHODS: 153 final year undergraduate medical students completed a 3 hour interactive Safe Thinking Workshop on nontechnical skills and patient safety, incorporating an introduction to metacognitive concepts. All students underwent augmented Cognitive Reflective Testing during the workshop. Students then inspected and interpreted a set of arterial blood gas results relating to a patient with acute respiratory distress, then answered a short questionnaire addressing biochemical diagnosis, clinical diagnosis and effective management. A separate question was embedded in the questionnaire to determine if astute students could determine the severity of the illness. The study group (n = 78) completed the questionnaire immediately after the Safe Thinking Workshop, whilst the control group (n = 75) completed the questionnaire prior to the Workshop.RESULTS: The mean total score for study students was 80.51%, with a mean total score of 57.9% for the control group (t-test; p<0.05). Correct classification of illness severity was observed in 13.2% of study students, compared with 4.1% of control students (p<0.05). CONCLUSION: These results suggest that clinical decision making and recognition of illness severity can be enhanced by specific teaching in nontechnical skills, metacognitiion and cognitive reflection.
Original languageEnglish
Publication statusPublished - 20 Feb 2015
EventINMED Annual Scientific Meeting - Limerick, Ireland
Duration: 19 Feb 201520 Feb 2015
http://www.inmed.ie/

Conference

ConferenceINMED Annual Scientific Meeting
CountryIreland
CityLimerick
Period19/02/201520/02/2015
Internet address

Fingerprint

Patient Safety
Students
Education
Medical Students
Control Groups
Metacognition
Patient safety
Questionnaire
Teaching
Gases
Severity
Illness
Surveys and Questionnaires
Clinical decision making
Undergraduate
Medical students

Keywords

  • metacognition
  • cognition
  • patient safety

Cite this

Walsh, I., Spence, A., & Murray, J. (2015). Metacognition in Patient Safety. Paper presented at INMED Annual Scientific Meeting , Limerick, Ireland.
Walsh, Ian ; Spence, Andrew ; Murray, James. / Metacognition in Patient Safety. Paper presented at INMED Annual Scientific Meeting , Limerick, Ireland.
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abstract = "OBJECTIVES: To determine if cognitive reflection has a positive influence on clinical decision making in undergraduate medical students. METHODS: 153 final year undergraduate medical students completed a 3 hour interactive Safe Thinking Workshop on nontechnical skills and patient safety, incorporating an introduction to metacognitive concepts. All students underwent augmented Cognitive Reflective Testing during the workshop. Students then inspected and interpreted a set of arterial blood gas results relating to a patient with acute respiratory distress, then answered a short questionnaire addressing biochemical diagnosis, clinical diagnosis and effective management. A separate question was embedded in the questionnaire to determine if astute students could determine the severity of the illness. The study group (n = 78) completed the questionnaire immediately after the Safe Thinking Workshop, whilst the control group (n = 75) completed the questionnaire prior to the Workshop.RESULTS: The mean total score for study students was 80.51{\%}, with a mean total score of 57.9{\%} for the control group (t-test; p<0.05). Correct classification of illness severity was observed in 13.2{\%} of study students, compared with 4.1{\%} of control students (p<0.05). CONCLUSION: These results suggest that clinical decision making and recognition of illness severity can be enhanced by specific teaching in nontechnical skills, metacognitiion and cognitive reflection.",
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Walsh, I, Spence, A & Murray, J 2015, 'Metacognition in Patient Safety', Paper presented at INMED Annual Scientific Meeting , Limerick, Ireland, 19/02/2015 - 20/02/2015.

Metacognition in Patient Safety. / Walsh, Ian; Spence, Andrew ; Murray, James.

2015. Paper presented at INMED Annual Scientific Meeting , Limerick, Ireland.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Metacognition in Patient Safety

AU - Walsh, Ian

AU - Spence, Andrew

AU - Murray, James

PY - 2015/2/20

Y1 - 2015/2/20

N2 - OBJECTIVES: To determine if cognitive reflection has a positive influence on clinical decision making in undergraduate medical students. METHODS: 153 final year undergraduate medical students completed a 3 hour interactive Safe Thinking Workshop on nontechnical skills and patient safety, incorporating an introduction to metacognitive concepts. All students underwent augmented Cognitive Reflective Testing during the workshop. Students then inspected and interpreted a set of arterial blood gas results relating to a patient with acute respiratory distress, then answered a short questionnaire addressing biochemical diagnosis, clinical diagnosis and effective management. A separate question was embedded in the questionnaire to determine if astute students could determine the severity of the illness. The study group (n = 78) completed the questionnaire immediately after the Safe Thinking Workshop, whilst the control group (n = 75) completed the questionnaire prior to the Workshop.RESULTS: The mean total score for study students was 80.51%, with a mean total score of 57.9% for the control group (t-test; p<0.05). Correct classification of illness severity was observed in 13.2% of study students, compared with 4.1% of control students (p<0.05). CONCLUSION: These results suggest that clinical decision making and recognition of illness severity can be enhanced by specific teaching in nontechnical skills, metacognitiion and cognitive reflection.

AB - OBJECTIVES: To determine if cognitive reflection has a positive influence on clinical decision making in undergraduate medical students. METHODS: 153 final year undergraduate medical students completed a 3 hour interactive Safe Thinking Workshop on nontechnical skills and patient safety, incorporating an introduction to metacognitive concepts. All students underwent augmented Cognitive Reflective Testing during the workshop. Students then inspected and interpreted a set of arterial blood gas results relating to a patient with acute respiratory distress, then answered a short questionnaire addressing biochemical diagnosis, clinical diagnosis and effective management. A separate question was embedded in the questionnaire to determine if astute students could determine the severity of the illness. The study group (n = 78) completed the questionnaire immediately after the Safe Thinking Workshop, whilst the control group (n = 75) completed the questionnaire prior to the Workshop.RESULTS: The mean total score for study students was 80.51%, with a mean total score of 57.9% for the control group (t-test; p<0.05). Correct classification of illness severity was observed in 13.2% of study students, compared with 4.1% of control students (p<0.05). CONCLUSION: These results suggest that clinical decision making and recognition of illness severity can be enhanced by specific teaching in nontechnical skills, metacognitiion and cognitive reflection.

KW - metacognition

KW - cognition

KW - patient safety

M3 - Paper

ER -

Walsh I, Spence A, Murray J. Metacognition in Patient Safety. 2015. Paper presented at INMED Annual Scientific Meeting , Limerick, Ireland.