Cognitive and learning sciences in biomedical and health instructional design

A review with lessons for biomedical informatics education

Vimla Patel, Nicole A. Yoskowitz, Jose F. Arocha, Edward H. Shortliffe

Research output: Contribution to journalReview article

57 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)176-197
Number of pages22
JournalJournal of Biomedical Informatics
Volume42
Issue number1
DOIs
StatePublished - Feb 1 2009

Fingerprint

Cognitive Science
Informatics
Curriculum
Curricula
Education
Health
Learning
Decision making
Medical education
Technology
Health Occupations
Health Services Research
Medical Education
Health care
Medicine
Decision Making
Organizations
Data storage equipment
Research
Practice (Psychology)

Keywords

  • Biomedical curricula
  • Cognition
  • Competency evaluation
  • Expertise
  • Health professions
  • Informatics education
  • Instructional design
  • Knowledge organization
  • Learning sciences
  • Reasoning
  • Technology-based learning

ASJC Scopus subject areas

  • Computer Science Applications
  • Health Informatics

Cite this

Cognitive and learning sciences in biomedical and health instructional design : A review with lessons for biomedical informatics education. / Patel, Vimla; Yoskowitz, Nicole A.; Arocha, Jose F.; Shortliffe, Edward H.

In: Journal of Biomedical Informatics, Vol. 42, No. 1, 01.02.2009, p. 176-197.

Research output: Contribution to journalReview article

Patel, Vimla ; Yoskowitz, Nicole A. ; Arocha, Jose F. ; Shortliffe, Edward H. / Cognitive and learning sciences in biomedical and health instructional design : A review with lessons for biomedical informatics education. In: Journal of Biomedical Informatics. 2009 ; Vol. 42, No. 1. pp. 176-197.
@article{ba524a30b97f4950b2f0810c181492ed,
title = "Cognitive and learning sciences in biomedical and health instructional design: A review with lessons for biomedical informatics education",
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.",
keywords = "Biomedical curricula, Cognition, Competency evaluation, Expertise, Health professions, Informatics education, Instructional design, Knowledge organization, Learning sciences, Reasoning, Technology-based learning",
author = "Vimla Patel and Yoskowitz, {Nicole A.} and Arocha, {Jose F.} and Shortliffe, {Edward H.}",
year = "2009",
month = "2",
day = "1",
doi = "10.1016/j.jbi.2008.12.002",
language = "English (US)",
volume = "42",
pages = "176--197",
journal = "Journal of Biomedical Informatics",
issn = "1532-0464",
publisher = "Academic Press Inc.",
number = "1",

}

TY - JOUR

T1 - Cognitive and learning sciences in biomedical and health instructional design

T2 - A review with lessons for biomedical informatics education

AU - Patel, Vimla

AU - Yoskowitz, Nicole A.

AU - Arocha, Jose F.

AU - Shortliffe, Edward H.

PY - 2009/2/1

Y1 - 2009/2/1

N2 - 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.

AB - 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.

KW - Biomedical curricula

KW - Cognition

KW - Competency evaluation

KW - Expertise

KW - Health professions

KW - Informatics education

KW - Instructional design

KW - Knowledge organization

KW - Learning sciences

KW - Reasoning

KW - Technology-based learning

UR - http://www.scopus.com/inward/record.url?scp=60049094847&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=60049094847&partnerID=8YFLogxK

U2 - 10.1016/j.jbi.2008.12.002

DO - 10.1016/j.jbi.2008.12.002

M3 - Review article

VL - 42

SP - 176

EP - 197

JO - Journal of Biomedical Informatics

JF - Journal of Biomedical Informatics

SN - 1532-0464

IS - 1

ER -