Research article summary (published 22 Dec 2008):

Cognitive and learning sciences in biomedical and health instructional design: A review with lessons for biomedical informatics education.

Full Abstract

Theoretical and methodological advances in the cognitive and learning sciences can greatly inform curriculum and instruction in biomedicine and also educational programs in biomedical informatics. It does so by addressing issues such as the processes related to comprehension of medical information, clinical problem-solving and decision-making, and the role of technology. This paper reviews these theories and methods from the cognitive and learning sciences and their role in addressing current and future needs in designing curricula, largely using illustrative examples drawn from medical education. The lessons of this past work are also applicable, however, to biomedical and health professional curricula in general, and to biomedical informatics training, in particular. We summarize empirical studies conducted over two decades on the role of memory, knowledge organization and reasoning as well as studies of problem-solving and decision-making in medical areas that inform curricular design. The results of this research contribute to the design of more informed curricula based on empirical findings about how people learn and think, and more specifically, how expertise is developed. Similarly, the study of practice can also help to shape theories of human performance, technology-based learning, and scientific and professional collaboration that extend beyond the domain of medicine. Just as biomedical science has revolutionized health care practice, research in the cognitive and learning sciences provides a scientific foundation for education in biomedicine, the health professions, and biomedical informatics.

Author information

Author/s: Patel, Vimla L (VL); Yoskowitz, Nicole A (NA); Arocha, Jose F (JF); Shortliffe, Edward H (EH);

Affiliation: Department of Basic Medical Sciences, The University of Arizona College of Medicine-Phoenix in Partnership with Arizona State University, 425 N Fifth Street, ABC1, Phoenix, AZ 85004-2157, USA. vimla(-atsign-)asu.edu

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Review

Journal: Journal of biomedical informatics (J Biomed Inform), published in United States. (Language: eng)

Reference: 2009-Feb; vol 42 (issue 1) : pp 176-97

Dates: Created 2009/02/23; Completed 2009/08/13;

PMID: 19135173, status: MEDLINE (last retrieval date: 8/21/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Clinical Competence Cognition Cognitive Science - education Computational Biology - education Curriculum Data Collection Education, Medical

Education, Professional - methods Humans Learning Medical Informatics - education Models, Educational Problem-Based Learning Teaching - methods

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