Mindset

Relevant Domain:  Self theory, orientation towards learning

Dweck CS. Self-theories: Their Role in Motivation, Personality, and Development. New York, NY: Taylor & Francis; 2013:1-210.

• There are two mindsets that people have towards their own knowledge and intelligence

• A ‘fixed’ mindset views intelligence as set at birth and cannot be altered by learning - it is immutable. Such individuals focus on manageable tasks they can perform.

• A “growth” mindset views intelligence as changeable and can be increased by learning. Such individuals focus on a “mastery-oriented” approach to learning. They look for opportunities to challenge themselves and thrive in challenging educational environments. 

• Educational methods, feedback, and environments are thought to support or encourage one or the other mindset.

• [it's not entirely clear whether these are stable or changeable characteristics]

Clinical Reasoning

• • Online Discussion - Clinical Reasoning and Diagnostic Error    [ Slides]     [Article]           

• • Online Discussion - Clinical Reasoning.  Facilitator:  Larry Gruppen

• • Scripts and medical diagnostic knowledge:  Theory and applications for clinical reasoning instruction and research.  Charlin B, Tardif J, Boshuizen HPA.  Acad Med 2000;75:182-90.  

    • Article summary (Gruppen) - presented at MHPE retreat

  • Diagnostic reasoning of high-and low-domain-knowledge clinicians:  a reanalysis.  Elstein AS, Kleinmuntz B, et al.  Med Decision Making: 13(1);21-29

    • Article summary (Chris Merritt) - presented at MHPE retreat.

  • Non-analytical models of clinical reasoning:  the role of experience.  Norman G, Young M, Brooks L.  Med Educ 2007:41;1140-45.

    • Article summary (Renato Samala) - presented at MHPE retreat

Expertise 

• • Expertise Online Discussion.  Facilitator:  Larry Gruppen

    • Mark Twain excerpt  for online discussion

  • The five stage model of adult skill acquisition.  Dreyfus SE.  Bulletin of science, technology and society 2004;24(3):177-81.

  • Acquisition and maintenance of medical expertise - a perspective from the expert-performance approach with deliberate practice.  Ericsson KA.  Acad Med 2015;90(11):1-16.

  • Having our cake and eating it too:  seeking the best of both worlds in expertise research.  Myopoulos M, Woods NN.  Med Educ 2009;43:406-413.

Fundamental Attribution Error

Social Judgement, Causal Attribution

Ross, L. (1977). "The intuitive psychologist and his shortcomings: Distortions in the attribution process". In Berkowitz, L. (ed.). Advances in experimental social psychology. 10. New York: Academic Press. pp. 173–220. ISBN 978-0-12-015210-0.  DOI:  10.1016/S0065-2601(08)60357-3

Malle, Bertram F. (2006). "The actor-observer asymmetry in attribution: A (surprising) meta-analysis". Psychological Bulletin. 132 (6): 895–919. doi:10.1037/0033-2909.132.6.895. PMID 17073526. S2CID 12065432

• People are biased to attribute actions to inherent traits of the individual rather than to transient situation and context. E.g., cutting someone off in traffic is not because you are a jerk but because you didn’t see the other car, you were preoccupied with some other thoughts, or the blinker on your car doesn’t work.

• refers to an individual's tendency to attribute another's actions to their character or personality, while attributing their behavior to external situational factors outside of their control. In other words, you tend to cut yourself a break while holding others 100 percent accountable for their actions

• This is particularly true for first impressions and stereotypes.

• Most behavior is heavily guided by the situation and not stable personal characteristics.

• This error applies equally to desirable and undesirable behaviors.

• We  do NOT make this error when we consider our own behavior, especially poor behavior – then we blame the circumstances.

Diffusion of Innovation

• • Online Discussion.  Facilitator:  Larry Gruppen

  • Powerpoint presentation

  • Disseminating innovations in healthcare.  Berwick DM.  JAMA 2003;289:1969-75.

  • Evolution of Diffusion and Dissemination theory.  Dearing JW.  J Public Health Management Practice 2008;14(2):99-108

Situated Learning/Communities of Practice

Relevant Domain:  Social structures and influences on learning

• Learning is situated (takes place in a specific social and spatial context) and meaning is co-constructed within a group. 

• Learning takes place in social practice, which depends on the community of practice. Learners enter the community gradually, taking on more responsibility and learning more through progressively more central zones of peripheral participation.

• Content: In situated learning, no importance is given to the retention of the content. Rather, situated learning stresses reflective and higher order thinking where the results are used in solving problems faced in daily life. Situated learning is thus more application-based.

• Context: Context provides a framework for the usage of the product or the result at the right time, place and situation in the social, psychological and material environment. Context creates a platform to examine the learning experiences.

• Community: Community helps the learner to create, interpret, reflect and form meanings. It provides opportunities to share experiences among learners and also to interact.

• Participation: It is where interchange of ideas, problem solving and engaging of the learners take place. This takes place in a social setting which includes reflecting, interpreting and negotiating among the participants of the community.

References

• Jean Lave and Etienne Wenger (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge Press

Grounded Theory