Zeitschriftenartikel: „DIAGNOSTIC THINKING“

1

Elstein, Arthur S. „Thinking about diagnostic thinking: a 30-year perspective“. Advances in Health Sciences Education 14, S1 (11.08.2009): 7–18. http://dx.doi.org/10.1007/s10459-009-9184-0.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

Kleiger, James H., und Irving B. Weiner. „Autistic Thinking“. Rorschachiana 40, Nr. 2 (01.12.2019): 131–50. http://dx.doi.org/10.1027/1192-5604/a000117.

Der volle Inhalt der Quelle

Annotation:

Abstract. Autistic thinking and its manifestations in Rorschach responses have long been of interest to students of psychopathology and practitioners of personality assessment. However, the precise nature of autistic thinking has not always been adequately grasped, nor have its diagnostic implications been fully appreciated. The present report clarifies the concept of autistic thinking and distinguishes it from current conceptions of autism; it elaborates the mental processes involved in autistic thinking; it considers linkages between the clinical conceptualization of autistic thinking and research findings from related fields; it delineates criteria for identifying and coding autistic thinking in Rorschach protocols; and it discusses the interpretive significance and diagnostic implications of autistic Rorschach responses.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

Tsushima, Yoshito, Jun Aoki und Keigo Endo. „Contribution of the Diagnostic Test to the Physician's Diagnostic Thinking“. Academic Radiology 10, Nr. 7 (Juli 2003): 751–55. http://dx.doi.org/10.1016/s1076-6332(03)80120-4.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

Grageda, M. E., und E. Rotor. „Diagnostic thinking skills of filipino physical therapists“. Physiotherapy 101 (Mai 2015): e480. http://dx.doi.org/10.1016/j.physio.2015.03.3272.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

COHEN, MARIAM. „Need for Clearer Thinking About Diagnostic Criteria“. American Journal of Psychiatry 147, Nr. 2 (Februar 1990): 261—a—262. http://dx.doi.org/10.1176/ajp.147.2.261-a.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

Lunney, Margaret. „Critical Thinking and Diagnostic Accuracy of Nurses' Diagnoses“. International Journal of Nursing Terminologies and Classifications 14, Nr. 3 (Juli 2003): 96–107. http://dx.doi.org/10.1111/j.1744-618x.2003.00096.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

Lunney, Margaret. „Use of Critical Thinking in the Diagnostic Process“. International Journal of Nursing Terminologies and Classifications 21, Nr. 2 (April 2010): 82–88. http://dx.doi.org/10.1111/j.1744-618x.2010.01150.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

Birch, Stephen, Terje Alraek, Myeong Soo Lee und Tae-Hun Kim. „Thinking about traditional medicine diagnostic patterns and instruments“. Integrative Medicine Research 10, Nr. 4 (Dezember 2021): 100745. http://dx.doi.org/10.1016/j.imr.2021.100745.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

Singhal, Geeta. „Perspectives from a pediatrician about diagnostic errors“. Diagnosis 1, Nr. 1 (01.01.2014): 69–74. http://dx.doi.org/10.1515/dx-2013-0026.

Der volle Inhalt der Quelle

Annotation:

AbstractThis opinion paper provides perspectives from a pediatrician about diagnostic challenges in caring for children. This essay shares personal experiences and lessons learned from a pediatric hospitalist about caring for children and making errors in diagnosis. This piece offers guidance about how to teach medical learners key concepts about error in diagnosis with underscoring the importance of developing critical thinking skills. Finally, the author offers tips from the literature about how physicians and other care providers can reorganize their own thinking (metacognition) to address their clinical practice.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

Safransky, Sara. „Land Justice as a Historical Diagnostic: Thinking with Detroit“. Annals of the American Association of Geographers 108, Nr. 2 (14.12.2017): 499–512. http://dx.doi.org/10.1080/24694452.2017.1385380.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

Bordage, G., und M. Lemieux. „Semantic structures and diagnostic thinking of experts and novices“. Academic Medicine 66, Nr. 9 (September 1991): S70–2. http://dx.doi.org/10.1097/00001888-199109000-00045.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

Steward, David, GEORGES BORDAGE und MADELEINE LEMIEUX. „Semantic Structures and Diagnostic Thinking of Experts and Novices“. Academic Medicine 66, Supplement (September 1991): S70—S72. http://dx.doi.org/10.1097/00001888-199109001-00025.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

Lemieux, Madeleine, und Georges Bordage. „Propositional Versus Structural Semantic Analyses of Medical Diagnostic Thinking“. Cognitive Science 16, Nr. 2 (April 1992): 185–204. http://dx.doi.org/10.1207/s15516709cog1602_2.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Peters, R. M. „The role of intuitive thinking in the diagnostic process“. Archives of Family Medicine 4, Nr. 11 (01.11.1995): 939–41. http://dx.doi.org/10.1001/archfami.4.11.939.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Webster, Craig. „More on “Fast” and “Slow” Thinking in Diagnostic Reasoning“. Academic Medicine 90, Nr. 1 (Januar 2015): 3. http://dx.doi.org/10.1097/acm.0000000000000555.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

Harada, Taku, Taro Shimizu, Yuki Kaji, Yasuhiro Suyama, Tomohiro Matsumoto, Chintaro Kosaka, Hidefumi Shimizu, Takatoshi Nei und Satoshi Watanuki. „A Perspective from a Case Conference on Comparing the Diagnostic Process: Human Diagnostic Thinking vs. Artificial Intelligence (AI) Decision Support Tools“. International Journal of Environmental Research and Public Health 17, Nr. 17 (22.08.2020): 6110. http://dx.doi.org/10.3390/ijerph17176110.

Der volle Inhalt der Quelle

Annotation:

Artificial intelligence (AI) has made great contributions to the healthcare industry. However, its effect on medical diagnosis has not been well explored. Here, we examined a trial comparing the thinking process between a computer and a master in diagnosis at a clinical conference in Japan, with a focus on general diagnosis. Consequently, not only was AI unable to exhibit its thinking process, it also failed to include the final diagnosis. The following issues were highlighted: (1) input information to AI could not be weighted in order of importance for diagnosis; (2) AI could not deal with comorbidities (see Hickam’s dictum); (3) AI was unable to consider the timeline of the illness (depending on the tool); (4) AI was unable to consider patient context; (5) AI could not obtain input information by themselves. This comparison of the thinking process uncovered a future perspective on the use of diagnostic support tools.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

Bittencourt, Greicy Kelly Gouveia Dias, und Maria da Graça Oliveira Crossetti. „Theoretical model of critical thinking in diagnostic processes in nursing“. Online Brazilian Journal of Nursing 11s1, Nr. 2 (2012): 563–67. http://dx.doi.org/10.5935/1676-4285.2012s034.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Hospodar, Gary J. „Critical Diagnostic Thinking in Respiratory Care: A Case-Based Approach“. Chest 122, Nr. 2 (August 2002): 757. http://dx.doi.org/10.1378/chest.122.2.757.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Morgan, A. T., und F. Liégeois. „Re-Thinking Diagnostic Classification of the Dysarthrias: A Developmental Perspective“. Folia Phoniatrica et Logopaedica 62, Nr. 3 (2010): 120–26. http://dx.doi.org/10.1159/000287210.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

O'Neill, Eileen S., und Nancy M. Dluhy. „A longitudinal framework for fostering critical thinking and diagnostic reasoning“. Journal of Advanced Nursing 26, Nr. 4 (Oktober 1997): 825–32. http://dx.doi.org/10.1046/j.1365-2648.1997.00338.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Noguchi, Yoshiori, Kunihiko Matsui, Hiroshi Imura, Masatomo Kiyota und Tuguya Fukui. „Quantitative evaluation of the diagnostic thinking process in medical students“. Journal of General Internal Medicine 17, Nr. 11 (November 2002): 848–53. http://dx.doi.org/10.1046/j.1525-1497.2002.20139.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Zhang, Zhidong. „Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills“. International Education Studies 11, Nr. 2 (26.01.2018): 106. http://dx.doi.org/10.5539/ies.v11n2p106.

Der volle Inhalt der Quelle

Annotation:

This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory model and the quantitative assessment structure. Simulated data was applied to the model to illustrate the purpose. The diagnostic assessment model was represented by a Bayesian network model. Four explanatory variables and nine evidential variables were identified. These were developed to describe the content domain and cognitive structure in an algebra learning process. The diagnostic assessment model both exhibited learning progresses and provided diagnostic feedback. Through students’ performance examples model-based achievement scores were reported at three levels: 1) evidential variable level, 2) explanatory variable lower level, and 3) explanatory variable higher level. This study revealed that the diagnostic assessment model can effectively report learners’ progress in algebra learning in both content knowledge and thinking skills.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

Cosby, Karen. „The Role of Certainty, Confidence, and Critical Thinking in the Diagnostic Process: Good Luck or Good Thinking?“ Academic Emergency Medicine 18, Nr. 2 (Februar 2011): 212–14. http://dx.doi.org/10.1111/j.1553-2712.2010.00979.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Ashby, Elizabeth, und Andreas Roposch. „Diagnostic Yield of Sonography in Infants With Suspected Hip Dysplasia: Diagnostic Thinking Efficiency and Therapeutic Efficiency“. American Journal of Roentgenology 204, Nr. 1 (Januar 2015): 177–81. http://dx.doi.org/10.2214/ajr.14.12477.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Kallstrom, Eric, Philip Kovoor, Joel Kovoor, Joshua Kovoor, Don Le und Sahil Bakshi. „Thinking Outside of the Sector“. Journal of Diagnostic Medical Sonography 33, Nr. 1 (20.08.2016): 65–68. http://dx.doi.org/10.1177/8756479316663505.

Der volle Inhalt der Quelle

Annotation:

Routine transthoracic echocardiography (TTE) provides detailed information about intracardiac heart function and physiology. Although statements about the pericardium and visualization of extracardiac areas such as the liver and pleural space are provided in a report, it is often beyond the standard of practice for the cardiac sonographer and interpreting cardiologist to comment on extraneous thoracic abnormalities. This case study demonstrates the findings of a mediastinal thymoma detected by TTE and cross-correlation with thoracic computed tomographic angiography to further detail the existence and location of this incidental finding. The aim of this case study is to alert sonographers and physicians to this particular pathologic entity that was seen during an echocardiogram and can be further investigated for diagnostic completeness.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Harris, Katherine I., Jane S. Rowat und Manish Suneja. „Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach“. Diagnosis 7, Nr. 1 (28.01.2020): 21–25. http://dx.doi.org/10.1515/dx-2019-0023.

Der volle Inhalt der Quelle

Annotation:

AbstractBackgroundDiagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation assessment of the curriculum’s effectiveness.MethodsA longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa. R1, R2, and R3 cohorts were taught the “bolus” curriculum at the beginning of each academic year followed by a “booster” component to maintain and build upon diagnostic reasoning skills taught during the “bolus” phase. Self-administered diagnostic thinking inventory (DTI) scores were collected in the spring of pre-curriculum (baseline, 2014–2015) and post-curriculum (2016–2017).ResultsThe overall DTI scores improved in the R1 cohort, although statistically significant differences were not seen with R2s and R3s. In the original DTI categories, R1s improved in both flexibility of thinking and structure of thinking, the R2s improved in structure of thinking and the R3s did not improve in either category. R1s showed improvement in three of the four subcategories – data acquisition, problem representation, and hypothesis generation. The R2s improved in the subcategory of problem representation. R3s showed no improvement in any of the subcategories. The R3 cohort had higher mean scores in all categories but this did not reach statistical significance.ConclusionsOur program created and successfully implemented a longitudinal diagnostic reasoning curriculum. DTI scores improved after implementation of a new diagnostic reasoning curriculum, particularly in R1 cohort.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Kuoch, Kenley LJ, David W. Austin und Simon R. Knowles. „Latest thinking on paruresis and parcopresis: A new distinct diagnostic entity?“ Australian Journal of General Practice 48, Nr. 4 (01.04.2019): 212–15. http://dx.doi.org/10.31128/ajgp-09-18-4700.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

Babiak, Miranda C. „Thinking Outside the Diagnostic Box: Risk Factors for Cognitive–Communication Impairment“. Perspectives of the ASHA Special Interest Groups 3, Nr. 2 (Januar 2018): 51–58. http://dx.doi.org/10.1044/persp3.sig2.51.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

Gilhooly, K. J., P. McGeorge, J. Hunter, J. M. Rawles, I. K. Kirby, C. Green und V. Wynn. „Biomedical Knowledge in Diagnostic Thinking: The Case of Electrocardiogram (ECG) Interpretation“. European Journal of Cognitive Psychology 9, Nr. 2 (Juni 1997): 199–223. http://dx.doi.org/10.1080/713752555.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Yager, Joel. „Reconstructing Psychiatric Diagnosis: Thinking Within and Outside of Our Diagnostic Boxes“. FOCUS 15, Nr. 4 (Oktober 2017): 11s—12s. http://dx.doi.org/10.1176/appi.focus.154s13.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Wali, Ahlam Ibrahim, Muzaffar Hamed Ali und Ahmed Azan Sharif. „The Role of Strategic Thinking Patterns in the Quality of Administrative Decision Making“. Iraqi Administrative Sciences Journal 2, Nr. 2 (30.06.2018): 1–21. http://dx.doi.org/10.33013/iqasj.v2n2y2018.pp1-21.

Der volle Inhalt der Quelle

Annotation:

The aim of the research is to identify the role of strategic thinking patterns (holistic, abstract, diagnostic, schematic) among the university leaders in the faculties of the University of Salahuddin / Erbil. In order to reach this goal, (The type of holistic thinking, the pattern of abstract thinking, the pattern of diagnostic thinking, the pattern of schematic thinking), while the third axis of the dependent variable relates to the quality of administrative decision making. The questionnaire was distributed to 100 respondents Aclasia and the meanings of the deans and heads of scientific departments, has been pursuing the analytical descriptive approach as a way to research was the use of statistical methods SPSS to get to the search results, and research found a set of results 1-There are levels of (types of strategic thinking and quality of administrative decision-making) among the university leaders in faculties of Salahuddin University / Erbil. 2-There is a positive positive relationship between all types of strategic thinking and the quality of administrative decision-making 3- There is a significant impact of the types of strategic thinking in the quality of administrative decision - making. Based on the findings, the researchers recommended that the university leaders at the university be given an interest in strategic thinking as an important factor in the quality of managerial decision making

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

Nehm, Ross H., Elizabeth P. Beggrow, John E. Opfer und Minsu Ha. „Reasoning About Natural Selection: Diagnosing Contextual Competency Using the ACORNS Instrument“. American Biology Teacher 74, Nr. 2 (01.02.2012): 92–98. http://dx.doi.org/10.1525/abt.2012.74.2.6.

Der volle Inhalt der Quelle

Annotation:

Studies of students' thinking about natural selection have revealed that the scenarios in which students reason evoke different types, magnitudes, and arrangements of knowledge elements and misconceptions. Diagnostic tests are needed that probe students' thinking across a representative array of evolutionary contexts. The ACORNS is a diagnostic test that treats different evolutionary contexts as unique scenarios worthy of focused assessment and targeted instruction. Our investigations revealed that ACORNS scores produce valid and reliable inferences about students' thinking about natural selection. We urge biology teachers at all educational levels to begin assessing and attending to their students' reasoning across a broader array of evolutionary contexts, as competency in one context is often not indicative of competency in another.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Lunney, Margaret. „Critical thinking and accuracy of nurses' diagnoses. Part II: application of cognitive skills and guidelines for self-development“. Revista da Escola de Enfermagem da USP 37, Nr. 3 (September 2003): 106–12. http://dx.doi.org/10.1590/s0080-62342003000300013.

Der volle Inhalt der Quelle

Annotation:

Part I of this article, the author explained the difficulties of achieving accuracy of nurses' diagnoses, the relevance of critical thinking to the achievement of accuracy, and newer views of critical thinking. In Part II, the critical thinking dimensions identified as important for nursing practice are applied in the diagnostic process using a case study of a 16 year old girl with type 1 diabetes. Application of seven cognitive skills and ten habits of mind illustrate the importance of using critical thinking for accuracy of nurses' diagnoses. Ten strategies are proposed for self-development of critical thinking abilities.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Degterenko, L. N., und N. V. Ugryumova. „FORMATION OF FUTURE MANAGERS’ MANAGERIAL THINKING IN THE CONDITIONS OF ORGANIZATIONAL TRANSFORMATION“. Современная высшая школа инновационный аспект, Nr. 2 (2021): 57–64. http://dx.doi.org/10.7442/2071-9620-2021-13-2-57-64.

Der volle Inhalt der Quelle

Annotation:

The problem of forming managerial thinking of future managers in the conditions of organizational transformations is updated. Specifics of managerial thinking are discussed. Types of managerial thinking are described. A model of forming managerial thinking of future managers at higher school is presented. It is concluded that the formation of managerial thinking of future managers in the educational process of higher school can be optimized if managerial thinking is considered as a type of thinking that answers cognitive needs of student’s personality focused on the future improvement of the managerial activities, as a systematic educational process represented as theoretical and methodological, structural and informative, criteria and diagnostic blocks, aims, the process based on the integration of competence, situational, practice oriented and cybernetic approaches.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

Sharma, Neel, Mads S. Bergholt, Rosalia Moreddu und Ali K. Yetisen. „Clinician engineers – Re-injecting the thinking into medicine“. Asia Pacific Scholar 5, Nr. 2 (05.05.2020): 48–50. http://dx.doi.org/10.29060/taps.2020-5-2/pv2176.

Der volle Inhalt der Quelle

Annotation:

I. INTRODUCTION Medicine historically relied on astute history and examination skills. As technology was lacking, ward rounds focused on debate and discussion of diagnoses and possible differential diagnoses based on the history and physical examination. The technology movement into healthcare was never truly predicted. With its occurrence, came the ability to scan a patient from top to toe via computed tomography and magnetic resonance imaging. Technology now serves as our main diagnostic tool (Patel, 2013).

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

Dixon, Adrian K., und William Hollingworth. „Measuring the effects of medical imaging on physicians' diagnostic and therapeutic thinking“. Academic Radiology 5 (September 1998): S274—S276. http://dx.doi.org/10.1016/s1076-6332(98)80330-9.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Poses, Roy M., und Michele Anthony. „Availability, Wishful Thinking, and Physicians' Diagnostic Judgments for Patients with Suspected Bacteremia“. Medical Decision Making 11, Nr. 3 (August 1991): 159–68. http://dx.doi.org/10.1177/0272989x9101100303.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

Kartono, Mulyono und S. B. Waluya. „Analysis of mathematical critical thinking ability of students based on diagnostic assessment“. Journal of Physics: Conference Series 1321 (Oktober 2019): 032084. http://dx.doi.org/10.1088/1742-6596/1321/3/032084.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Peterson, Cynthia. „Factors associated with success or failure in radiological interpretation: diagnostic thinking approaches“. Medical Education 33, Nr. 4 (April 1999): 251–59. http://dx.doi.org/10.1046/j.1365-2923.1999.00295.x.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

Baun, Jim. „Scientific Method as a Framework for Critical Thinking in Diagnostic Medical Sonography“. Journal of Diagnostic Medical Sonography 20, Nr. 3 (Juni 2004): 202–7. http://dx.doi.org/10.1177/8756479304265489.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

41

Morrissey, Benjamin, und Marta E. Heilbrun. „Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology“. Journal of Medical Education and Curricular Development 4 (01.01.2017): 238212051769649. http://dx.doi.org/10.1177/2382120517696498.

Der volle Inhalt der Quelle

Annotation:

The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation’s Health Needs, challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a “case study” to frame the review.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

42

Aarts, Alexander A., Cilia L. M. Witteman, Pierre M. Souren und Jos I. M. Egger. „Associations between psychologists’ thinking styles and accuracy on a diagnostic classification task“. Synthese 189, S1 (07.03.2012): 119–30. http://dx.doi.org/10.1007/s11229-012-0081-3.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

43

Dixon, A. K. „The impact of medical imaging on the physician's diagnostic and therapeutic thinking“. European Radiology 8, Nr. 3 (27.03.1998): 488–90. http://dx.doi.org/10.1007/s003300050423.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

44

Pelizza, L., und F. Bonazzi. „What’s Happened to Paraphrenia? The Modernity of Emil Kraepelin’s Thinking“. European Psychiatry 24, S1 (Januar 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71417-8.

Der volle Inhalt der Quelle

Annotation:

Paraphrenia is a psychotic disorder described by Kraepelin in 1913. He formulated this concept to define a group of patients who exhibited symptoms characteristic of dementia praecox (marked delusions with or without hallucinations), but with minimal disturbances of emotion and volition, and much less personality deterioration. after the publication of Mayer"s prognostic research in 1921 (which studied the outcomes of 78 paraphrenic patients reported by Kraepelin), the view to differentiate paraphrenia from schizophrenia was considered to be unfounded in Germany. Paraphrenia is now diagnosed relatively infrequently and is not listed in the current Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) or International Classification of Diseases (ICD-10). However, it appears that some psychiatrists recognize the illness but label it "atypical psychosis", "schizoaffective disorder," or "delusional disorder" for lack of a better diagnostic category.Virtually no systematic research on paraphrenia has been conducted in the past 60 years. We describe a 30-year-old man affected by sistematic paraphrenia, according to the neo-Kraepelinian description of paraphrenia proposed by Ravindran et al. in 1999 (description compatible with the formats of DSM-IV and ICD-10). Using a questionnaire adapted from this description, our case of paraphrenia were distinguished from those of schizophrenia and delusional disorder. in conclusion, It is possible to define and recognize paraphrenia, because it is a viable diagnostic entity. as in the days of Kraepelin, the problems concerning paraphrenia cannot be neglected when considering the classification of psychotic disorders.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

45

HAJT, Sławomir, Radosław MILEWSKI und Piotr BASTKOWSKI. „VISIONARY MANAGEMENT IN THE DIAGNOSTIC AND PROGNOSTIC INNOVATION MODEL“. Journal of Science of the Gen. Tadeusz Kosciuszko Military Academy of Land Forces 184, Nr. 2 (02.04.2017): 140–50. http://dx.doi.org/10.5604/01.3001.0010.4904.

Der volle Inhalt der Quelle

Annotation:

The ability to perceive the world emergently is of particular importance. The vision of the ideal system considered as the analysis method, is widely used. Its indisputable advantage is that it does not require significant investments to carry out the analysis of a current situation, but nevertheless it is undoubtedly a difficult method demanding the high ability of predictive thinking.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

46

Lunney, Margaret. „Critical thinking and accuracy of nurses' diagnoses. Part I: risk of low accuracy diagnoses and new views of critical thinking“. Revista da Escola de Enfermagem da USP 37, Nr. 2 (Juni 2003): 17–24. http://dx.doi.org/10.1590/s0080-62342003000200003.

Der volle Inhalt der Quelle

Annotation:

Interpretations of patient data are complex and diverse, contributing to a risk of low accuracy nursing diagnoses. This risk is confirmed in research findings that accuracy of nurses' diagnoses varied widely from high to low. Highly accurate diagnoses are essential, however, to guide nursing interventions for the achievement of positive health outcomes. Development of critical thinking abilities is likely to improve accuracy of nurses' diagnoses. Newer views of critical thinking serve as a basis for critical thinking in nursing. Seven cognitive skills and ten habits of mind are identified as dimensions of critical thinking for use in the diagnostic process.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

47

Patalano, Frank. „MMPI Diagnostic Classification of Substance Abusers of the 1970s“. Psychological Reports 82, Nr. 2 (April 1998): 505–6. http://dx.doi.org/10.2466/pr0.1998.82.2.505.

Der volle Inhalt der Quelle

Annotation:

Retrospective analysis of the MMPI profiles of 160 substance abusers tested in the 1970s showed that 54% were classified as showing signs of characterological disorder, 32% thinking disturbance, and 9% emotional disturbance. Four percent of the profiles were asymptomatic. These findings are presented both to confirm the wider variety of psychopathology in substance abusers of the 1970s than earlier and to provide current researchers with comparative data.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

48

Durning, Steven J., Michelle E. Costanzo, Thomas J. Beckman, Anthony R. Artino, Michael J. Roy, Cees van der Vleuten, Eric S. Holmboe, Rebecca S. Lipner und Lambert Schuwirth. „Functional neuroimaging correlates of thinking flexibility and knowledge structure in memory: Exploring the relationships between clinical reasoning and diagnostic thinking“. Medical Teacher 38, Nr. 6 (16.06.2015): 570–77. http://dx.doi.org/10.3109/0142159x.2015.1047755.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

49

Rao, Goutham, Paul Epner, Victoria Bauer, Anthony Solomonides und David E. Newman-Toker. „Identifying and analyzing diagnostic paths: a new approach for studying diagnostic practices“. Diagnosis 4, Nr. 2 (27.06.2017): 67–72. http://dx.doi.org/10.1515/dx-2016-0049.

Der volle Inhalt der Quelle

Annotation:

AbstractDiagnostic error is a serious public health problem to which knowledge gaps and associated cognitive error contribute significantly. Identifying diagnostic approaches to common problems in ambulatory care associated with more timely and accurate diagnosis and lower cost and harm associated with diagnostic evaluation is an important priority for health care systems, clinicians, and of course patients. Unfortunately, guidance on how best to approach diagnosis in patients with common presenting complaints such as abdominal pain, dizziness, and fatigue is lacking. Exploring diagnostic practice variation and patterns of diagnostic evaluation is a potentially valuable approach to identifying best current diagnostic practices. A “diagnostic path” is the sequence of actions taken to evaluate a new complaint from first presentation until a diagnosis is established, or the evaluation ends for other reasons. A “big data” approach to identifying diagnostic paths from electronic health records can be used to identify practice variation and best practices from a large number of patients. Limitations of this approach include incompleteness and inaccuracy of electronic medical record data, the fact that diagnostic paths may not represent clinician thinking, and the fact that diagnostic paths may be used to identify best current practices, rather than optimal practices.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

50

Schäfer, Axel Georg Meender, Britta Sebelin und Lena Spitzer. „Cultural adaption and validation of the German version of the diagnostic thinking inventory (DTI-G) / Ein Instrument zur Erhebung diagnostischer Kompetenz: Validierung und kulturelle Adaptation des Diagnostic Thinking Inventory (DTI-G)“. International Journal of Health Professions 6, Nr. 1 (13.03.2019): 32–45. http://dx.doi.org/10.2478/ijhp-2019-0002.

Der volle Inhalt der Quelle

Annotation:

Abstract Diagnostic ability is essential for expert professional practice. Several instruments have been developed to assess diagnostic skills independent of specific knowledge. One such instrument is the diagnostic thinking inventory (DTI), which is used in different settings to evaluate diagnostic performance and has shown acceptable reliability and validity. The aim of the present study was to translate and validate a German version (DTI-G). Cultural adaptation and translation were performed according to international guidelines. Internal consistency and item discrimination indexes were calculated. The factorial structure of the DTI-G, test-retest reliability and known-groups validity were tested. A total of 388 physiotherapists completed the questionnaire. The internal consistency was good for the overall score of the DTI-G (Cronbach’s a = 0.84). Exploratory factor analysis yielded a five-factor solution with 21 items that explained 55% of the total variance across items. A confirmatory principal component analysis resulted in the same five-factor structure, showing an acceptable to good overall fit of the model (CFI = 0.93; RMSEA = 0.05; SRMR = 0.06). Test-retest reliability was found to be good (intraclass correlation coefficient ICC2,1 = 0.87, p < 0.001, n = 118). The difference between participants with more than 9 years of clinical experience and those with less than 9 years of clinical experience (median split) was significant (t385 = 6.00, p < 0.001), supporting known-groups validity. The results support construct validity and indicate good test-retest reliability of the DTI-G. The DTI-G can be used to measure and develop diagnostic ability of physiotherapists in clinical practice and education. Further research is necessary to validate the questionnaire for other health professions.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zeitschriftenartikel zum Thema „DIAGNOSTIC THINKING“

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an