Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14110%2F24%3A00138478" target="_blank" >RIV/00216224:14110/24:00138478 - isvavai.cz</a>

Výsledek na webu

<a href="https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06310-4" target="_blank" >https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06310-4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1186/s12909-024-06310-4" target="_blank" >10.1186/s12909-024-06310-4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing

Popis výsledku v původním jazyce

BackgroundDespite efforts to improve undergraduate clinical pharmacology &amp; therapeutics (CPT) education, prescribing errors are still made regularly. To improve CPT education and daily prescribing, it is crucial to understand how therapeutic reasoning works. Therefore, the aim of this study was to gain insight into the therapeutic reasoning process.MethodsA narrative literature review has been performed for literature on cognitive psychology and diagnostic and therapeutic reasoning.ResultsBased on these insights, The European Model of Therapeutic Reasoning has been developed, building upon earlier models and insights from cognitive psychology. In this model, it can be assumed that when a diagnosis is made, a primary, automatic response as to what to prescribe arises based on pattern recognition via therapy scripts (type 1 thinking). At some point, this response may be evaluated by the reflective mind (using metacognition). If it is found to be incorrect or incomplete, an alternative response must be formulated through a slower, more analytical and deliberative process, known as type 2 thinking. Metacognition monitors the reasoning process and helps a person to form new therapy scripts after they have chosen an effective therapy. Experienced physicians have more and richer therapy scripts, mostly based on experience and enabling conditions, instead of textbook knowledge, and therefore their type 1 response is more often correct.ConclusionBecause of the important role of metacognition in therapeutic reasoning, more attention should be paid to metacognition in CPT education. Both trainees and teachers should be aware of the possibility to monitor and influence these cognitive processes. Further research is required to investigate the applicability of these insights and the adaptability of educational approaches to therapeutic reasoning.

Název v anglickém jazyce

Enhancing therapeutic reasoning: key insights and recommendations for education in prescribing

Popis výsledku anglicky

BackgroundDespite efforts to improve undergraduate clinical pharmacology &amp; therapeutics (CPT) education, prescribing errors are still made regularly. To improve CPT education and daily prescribing, it is crucial to understand how therapeutic reasoning works. Therefore, the aim of this study was to gain insight into the therapeutic reasoning process.MethodsA narrative literature review has been performed for literature on cognitive psychology and diagnostic and therapeutic reasoning.ResultsBased on these insights, The European Model of Therapeutic Reasoning has been developed, building upon earlier models and insights from cognitive psychology. In this model, it can be assumed that when a diagnosis is made, a primary, automatic response as to what to prescribe arises based on pattern recognition via therapy scripts (type 1 thinking). At some point, this response may be evaluated by the reflective mind (using metacognition). If it is found to be incorrect or incomplete, an alternative response must be formulated through a slower, more analytical and deliberative process, known as type 2 thinking. Metacognition monitors the reasoning process and helps a person to form new therapy scripts after they have chosen an effective therapy. Experienced physicians have more and richer therapy scripts, mostly based on experience and enabling conditions, instead of textbook knowledge, and therefore their type 1 response is more often correct.ConclusionBecause of the important role of metacognition in therapeutic reasoning, more attention should be paid to metacognition in CPT education. Both trainees and teachers should be aware of the possibility to monitor and influence these cognitive processes. Further research is required to investigate the applicability of these insights and the adaptability of educational approaches to therapeutic reasoning.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30104 - Pharmacology and pharmacy

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

BMC Medical Education

ISSN

1472-6920

e-ISSN

1472-6920

Svazek periodika

24

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

1-14

Kód UT WoS článku

001363453300004

EID výsledku v databázi Scopus

2-s2.0-85210161073