Influence of experience on the thought process of clinical psychologists

  1. Ana M. Nieto 1
  2. María R. Villarejo 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2020

Número: 23

Páginas: 1-9

Tipo: Artículo

DOI: 10.1017/SJP.2020.18 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

In the course of their work, psychologists must make judgments and complex decisions, skills that are part of clinical reasoning. Recent models approach the analysis of such process using the dual-process theories framework. This study provides an assessment of the two systems, System 1 and System 2, in forty-five clinical psychologists with different levels of experience (novices, intermediates and experts) with the purpose of exploring their level of activation and evolution throughout such stages of expertise. According to the results, clinical psychologists mainly activate System 2, M = 70.91, SD = 6.71, than System 1, M = 60.49, SD = 3.78; when performing their clinical duties. However, no significant changes have been observed regarding the preferential use of thinking Systems 1 or 2 throughout the experience, both systems are used in a similar way in the different levels of expertise analyzed, with an increase of System 2 at the intermediate level of expertise. The results are analyzed in terms of intermediate effect and discussed focusing on the unremitting need for System 2 in psychologist work given the idiosyncratic characteristics of each case requiring treatment in the area of psychology and on the relationship of the two systems in clinical reasoning.

Referencias bibliográficas

  • Balla, J. I., Heneghan, C., Glasziou, P., Thompson, M., & Balla, M. E. (2009). A model for reflection for good clinical practice: Model for reflection on practice. Journal of Evaluation in Clinical Practice, 15(6), 964–969. https://doi.org/10.1111/j.1365-2753.2009.01243.x
  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
  • Carrier, A., Levasseur, M., Bédard, D., & Desrosiers, J. (2010). Community occupational therapists’ clinical reasoning: Identifying tacit knowledge. Australian Occupational Therapy Journal, 57(6), 356–365. https://doi.org/10.1111/j.1440-1630.2010.00875.x
  • Croskerry, P. (2009). Clinical cognition and diagnostic error: Applications of a dual process model of reasoning. Advances in Health Sciences Education, 14(Suppl. 1), 27–35. https://doi.org/10.1007/s10459-009-9182-2
  • Epstein, S. (2014). Cognitive-Experiential Theory: An integrative theory of personality. OUP USA.
  • Eva, K. W. (2005). What every teacher needs to know about clinical reasoning. Medical Education, 39(1), 98–106. https://doi.org/10.1111/j.1365-2929.2004.01972.x
  • Evans, J. S. B. T. (2012). Spot the difference: Distinguishing between two kinds of processing. Mind & Society, 11(1), 121–131. https://doi.org/10.1007/s11299-012-0104-2
  • Evans, J. S. B. T., & Frankish, K. (2009). In two minds: Dual processes and beyond. Oxford University Press.
  • Flores, A., Cobos, P. L., López, F. J., & Godoy, A. (2014). Detecting fast, online reasoning processes in clinical decision making. Psychological Assessment, 26(2), 660–665. https://doi.org/10.1037/a0035151
  • Higgs, J., Jones, M. A., Loftus, S., & Christensen, N. (2008). Clinical reasoning in the health professions. Elsevier Health Sciences.
  • Hogarth, R. M. (2002). Deciding analytically or trusting your intuition? The advantages and disadvantages of analytic and intuitive thought. UPF Economics and Business Working Paper No. 654. http://doi.org/10.2139/ssrn.394920
  • Hutchinson, M., Hurley, J., Kozlowski, D., & Whitehair, L. (2018). The use of emotional intelligence capabilities in clinical reasoning and decision-making: A qualitative, exploratory study. Journal of Clinical Nursing, 27(3–4), e600–e610. https://doi.org/10.1111/jocn.14106
  • Kahneman, D. (2011). Thinking fast and slow. Farrar, Straus & Giroux.
  • Kulatunga-Moruzi, C., Brooks, L. R., & Norman, G. R. (2001). Coordination of analytic and similarity-based processing strategies and expertise in dermatological diagnosis. Teaching and Learning in Medicine, 13(2), 110–116. https://doi.org/10.1207/S15328015TLM1302_6
  • Mamede, S., Schmidt, H. G., Rikers, R. M. J. P., Penaforte, J. C., & Coelho-Filho, J. M. (2007). Breaking down automaticity: Case ambiguity and the shift to reflective approaches in clinical reasoning. Medical Education, 41(12), 1185–1192. https://doi.org/10.1111/j.1365-2923.2007.02921.x
  • Marcum, J. A. (2012). An integrated model of clinical reasoning: Dual-process theory of cognition and metacognition: Integrated model of clinical reasoning. Journal of Evaluation in Clinical Practice, 18(5), 954–961. https://doi.org/10.1111/j.1365-2753.2012.01900.x
  • Neufeld, V. R., Norman, G. R., Feightner, J. W., & Barrows, H. S. (1981). Clinical problem-solving by medical students: A cross-sectional and longitudinal analysis. Medical Education, 15(5), 315–322. https://doi.org/10.1111/j.1365-2923.1981.tb02495.x
  • Norman, G. (2005). Research in clinical reasoning: Past history and current trends. Medical Education, 39(4), 418–427. https://doi.org/10.1111/j.1365-2929.2005.02127.x
  • Norman, G. R., Brooks, L. R., Colle, C. L., & Hatala, R. M. (1999). The benefit of diagnostic hypotheses in clinical reasoning: Experimental study of an instructional intervention for forward and backward reasoning. Cognition and Instruction, 17(4), 433–448. https://doi.org/10.1207/S1532690XCI1704_3
  • Norman, G. R., & Eva, K. W. (2010). Diagnostic error and clinical reasoning. Medical Education, 44(1), 94–100. https://doi.org/10.1111/j.1365-2923.2009.03507.x
  • Norman, G., Young, M. E., & Brooks, L. (2007). Non-analytical models of clinical reasoning: The role of experience. Medical Education, 41(12), 1140–1145. http://doi.org/10.1111/j.1365-2923.2007.02914.x
  • Pacini, R., & Epstein, S. (1999). The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon. Journal of Personality and Social Psychology, 76(6), 972–987. http://doi.org/10.1037//0022-3514.76.6.972
  • Patel, V. L., Arocha, J. F., & Zhang, J. (2005). Thinking and reasoning in Medicine. Holyoak, En K. J. & Morrison, R. G. (Eds.), The Cambridge handbook of thinking and reasoning (pp. 727–750). Cambridge University Press.
  • Patel, V. L., & Groen, G. J. (1991). The general and specific nature of medical expertise: A critical look. Ericsson, En K. A. & Smith, J. (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 93–125). Cambridge University Press.
  • Pelaccia, T., Tardif, J., Triby, E., & Charlin, B. (2011). An analysis of clinical reasoning through a recent and comprehensive approach: The dual-process theory. Medical Education Online, 16.Article 5890, https://doi.org/10.3402/meo.v16i0.5890
  • Schmidt, H. G., & Boshuizen, H. P. A. (1993). On acquiring expertise in medicine. Educational Psychology Review, 5(3), 205–221. https://doi.org/10.1007/BF01323044
  • Schmidt, H. G., Norman, G. R., & Boshuizen, H. P. (1990). A cognitive perspective on medical expertise: Theory and implication. Academic Medicine, 65(10), 611–621.
  • Stanovich, K. (2011). Rationality and the reflective mind. OUP USA.
  • Thirsk, L. M., Moore, S. G., & Keyko, K. (2014). Influences on clinical reasoning in family and psychosocial interventions in nursing practice with patients and their families living with chronic kidney disease. Journal of Advanced Nursing, 70(9), 2117–2127. https://doi.org/10.1111/jan.12370
  • Wilcox, G., & Schroeder, M. (2015). What comes before report writing? Attending to clinical reasoning and thinking errors in school psychology. Journal of Psychoeducational Assessment, 33(7), 652–661. https://doi.org/10.1177/0734282914562212
Fuente de los datos: Dialnet