A situated cognition model for clinical reasoning performance assessment: a narrative review
Abstract
Clinical reasoning performance assessment is challenging because it is a complex, multi-dimensional construct. In addition, clinical reasoning performance can be impacted by contextual factors, leading to significant variation in performance. This phenomenon called context specificity has been described by social cognitive theories. Situated cognition theory, one of the social cognitive theories, posits that cognition emerges from the complex interplay of human beings with each other and the environment. It has been used as a valuable conceptual framework to explore context specificity in clinical reasoning and its assessment. We developed a conceptual model of clinical reasoning performance assessment based on situated cognition theory. In this paper, we use situated cognition theory and the conceptual model to explore how this lens alters the interpretation of articles or provides additional insights into the interactions between the assessee, patient, rater, environment, assessment method, and task.
Document Details
- Document Type
- Pub Defense Publication
- Publication Date
- Apr 30, 2020
- Source ID
- 10.1515/dx-2019-0106
Entities
People
- Joseph Rencic
- Lambert W.t. Schuwirth
- Larry D. Gruppen
- Steven J. Durning
Organizations
- Boston University
- Flinders University
- Uniformed Services University of the Health Sciences
- University of Michigan