Can ill-structured problems reveal beliefs about medical knowledge and knowing? A focus-group approach.
Epistemological beliefs (EB) are an individual's cognitions about knowledge and knowing. In several non-medical domains, EB have been found to contribute to the way individuals reason when faced with ill-structured problems (i.e. problems with no clear-cut, right or wrong solutions). Such problems are very common in medical practice. Determining whether EB are also influential in reasoning processes with regard to medical issues to which there is no straightforward answer, could have implications for medical education. This study focused on 2 research questions: 1. Can ill-structured problems... Mehr ...
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| Dokumenttyp: | Artikel |
| Erscheinungsdatum: | 2009 |
| Verlag/Hrsg.: |
BMC
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| Schlagwörter: | Adult / Belgium / Models / Psychological / Philosophy / Medical / Physicians / Family - education / Questionnaires / Students / Clinical Competence / Education / Graduate / Female / Focus Groups / Health Knowledge / Attitudes / Practice / Humans / Knowledge / Male |
| Sprache: | Englisch |
| Permalink: | https://search.fid-benelux.de/Record/base-28929033 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | http://hdl.handle.net/2078.1/70074 |
Epistemological beliefs (EB) are an individual's cognitions about knowledge and knowing. In several non-medical domains, EB have been found to contribute to the way individuals reason when faced with ill-structured problems (i.e. problems with no clear-cut, right or wrong solutions). Such problems are very common in medical practice. Determining whether EB are also influential in reasoning processes with regard to medical issues to which there is no straightforward answer, could have implications for medical education. This study focused on 2 research questions: 1. Can ill-structured problems be used to elicit general practice trainees' and trainers' EB? and 2. What are the views of general practice trainees and trainers about knowledge and how do they justify knowing?