Zeitschriftenartikel: „DIAGNOSTIC THINKING“

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Elstein, Arthur S. "Thinking about diagnostic thinking: a 30-year perspective." Advances in Health Sciences Education 14, S1 (2009): 7–18. http://dx.doi.org/10.1007/s10459-009-9184-0.

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Kleiger, James H., and Irving B. Weiner. "Autistic Thinking." Rorschachiana 40, no. 2 (2019): 131–50. http://dx.doi.org/10.1027/1192-5604/a000117.

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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.

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Tetenev, F. F. "Clinical thinking style in screening research settings." Kazan medical journal 70, no. 5 (1989): 321–22. http://dx.doi.org/10.17816/kazmj101218.

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When performing diagnostic actions in everyday life, the doctor does not think about why he does it so and not otherwise. The researcher is forced to think about his thinking style when the need arises to change it due to the objective processes of clinical diagnostic development. Among these we can mention the following: 1) intensification of examination (diagnosis is becoming more morphological); 2) increasing role of the functional component of clinical diagnosis, which plays a crucial role in the diagnosis of pre-disease and so-called borderline conditions; 3) formation of a new type of medical examination - screening; 4) use of the computer in diagnostics.

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Tsushima, Yoshito, Jun Aoki, and Keigo Endo. "Contribution of the Diagnostic Test to the Physician's Diagnostic Thinking." Academic Radiology 10, no. 7 (2003): 751–55. http://dx.doi.org/10.1016/s1076-6332(03)80120-4.

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5

Owlia, Fatemeh, Fatemeh Keshmiri, Maryam Kazemipoor, and Fahimeh Rashidi Maybodi. "Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students." International Journal of Dentistry 2022 (September 26, 2022): 1–6. http://dx.doi.org/10.1155/2022/1085326.

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Introduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature tests and the “diagnostic thinking inventory” “DTI” questionnaire, respectively. The “diagnostic thinking inventory” was developed by Bordage et al. in France and consisted of 41 questions on a 6-point Likert scale. The satisfaction of students was assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 with descriptive tests (mean, SD, and percentage), student independent T-test, and Pearson correlation. The significance level was determined at p < 0.05 . Results. The mean scores of the key feature test were 56.55 ± 7.80. Diagnostic thinking scores of learners were reported in diagnostic thinking 136.47 ± 16.45, flexibility in thinking 72.22 ± 11.15, and structure of memory 64.24 ± 7.84. The difference in students’ scores in flexibility in thinking was significantly higher among male students than female students. ( p -value = 0.04). The students’ satisfaction scores were 3.53 ± 0.52, which showed relative satisfaction. Conclusion. The participants’ clinical reasoning and diagnostic thinking skills were reported at a low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform of the educational programs of this course should be considered.

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Venger, Olena, Volodymyr Bilous, Olena Striepetova, Oleksii Kulivets, and Oleksandr Oliynyk. "Prodromal period of psychosis: diagnostic criteria." Wiadomości Lekarskie 77, no. 1 (2024): 47–54. http://dx.doi.org/10.36740/wlek202401107.

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Aim: To study the psychopathological mechanisms of the development of the prodromal stage of psychosis in order to identify risk factors for the formation of psychosis. Materials and Methods: In this research 137 patients with newly diagnosed psychosis were examined: 65 patients with a diagnosis of paranoid schizophrenia; 72 patients - with a diagnosis of acute polymorphic psychotic disorder. Results: According to the analysis of symptoms using the PANSS, the absence of signs of an anxious state, conceptual disorganization of thinking, emotional withdrowal are reliable signs of PPP in PS, and unusual thought content, absence of signs of stereotyped thinking, tension, anxiety, and hallucinations are reliable signs of PPP in APPD. According to the analysis of symptoms using the SOPS, unusual thought content/delusional ideas, bizarre thinking, social anhedonia, suspiciousness/persecutory ideas, decrease in expressiveness of emotions are reliable signs of PPP in PS, and bizarre thinking, impaired tolerance to normal stress, sleep disturbance, perceptual abnormalities/hallucinations, trouble with focus and attention are reliable signs of PPP in APPD. Conclusions: In the process of studying the clinical-psychopathological and pathopsychological aspects of the development of the PPP, a number of risk factors for the formation of psychosis were identified. We found that he most important diagnostic signs of PPP in PS patients are: stereotyped thinking, social isolation, disorganizational thinking disorders, passive-apathetic social detachment, suspiciousness. The most informative prodromal symptoms of HP in PS patients are: conceptual disorganization of thinking, bizzare thinking, social isolation, suspiciousness/persecutory ideas, reduced expression of emotions.

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Vovk, Ekaterina, Elzara Koikova, and Olga Nikeitseva. "Development of students’ visual thinking based on the use of sketchnoting techniques." SHS Web of Conferences 141 (2022): 03005. http://dx.doi.org/10.1051/shsconf/202214103005.

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The article presents a theoretical analysis of key concepts. The article proves that in the process of teaching students at the university it is necessary to apply innovative means and methods of developing visual thinking. One of the means to supplement and enhance the process of memorization, as well as the analysis of information using simple images that contribute to the effective development of visual thinking, is sketchnoting techniques. The article discusses the ways of using sketchnoting as a technology for developing students’ visual thinking. The study reflects the developed diagnostic tools for determining the level of development of visual thinking of first-year students. The article describes the main stages of experimental verification of the effectiveness of the methodology for the development of visual thinking of students based on the use of sketchnoting techniques: primary diagnostics, the stage of introducing the methodology into the scientific and educational process of the university, the stage of verifying the effectiveness of the methodology (through secondary (control) diagnostics). Based on the analysis of the results of diagnostic measurements, a positive dynamics of the level of development of visual thinking of students was revealed, which made it possible to prove the effectiveness of the applied techniques involving the use of sketchnoting techniques.

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COHEN, MARIAM. "Need for Clearer Thinking About Diagnostic Criteria." American Journal of Psychiatry 147, no. 2 (1990): 261—a—262. http://dx.doi.org/10.1176/ajp.147.2.261-a.

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

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Mukhammadovna, Urinova Nilufar. "Neuro-Pedagogical Diagnostic System for Developing Logical Thinking in Future Educators." European International Journal of Pedagogics 5, no. 4 (2025): 97–99. https://doi.org/10.55640/eijp-05-04-23.

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This research explores the neuro-pedagogical diagnostic mechanisms aimed at developing logical thinking skills in future educators. The study examines how the integration of neuroscience and pedagogy enhances the efficiency of educational processes, allowing for targeted observation, evaluation, and support of students’ cognitive development. The paper also presents diagnostic tools and strategies for identifying and improving logical reasoning through neuro-pedagogical approaches.

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M. A. Uaikhanova, M. A. Pshembayev, R. Zh. Tulkina, and M. S. Krykbayeva. "DIAGNOSTIC TOOLS FOR STUDYING SOFT SKILLS OF UNIVERSITY STUDENTS." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2024 (December 27, 2024): 245–55. https://doi.org/10.48081/hjmk7170.

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In the context of the modern educational process, the soft skills’ development is becoming an integral part of preparing students for professional activities. The purpose of this article is to create and test a diagnostic tool for assessing and further developing soft skills of university students. The authors focused on the most popular soft skills identified at the World Economic Forum in Davos in 2023: critical thinking, the ability to solve complex problems, creativity, teamwork skills and emotional intelligence. The main attention is paid to the use of a set of diagnostic methods, such as the E. Torrance Creativity Test, the L. Starkey Critical Thinking Test, the Case Method for Assessing Complex Problem Solving Skills, the Group Project Method and the N. Hall Method for Assessing the Level of Emotional Intelligence. The soft skills’ diagnostics among students made it possible to identify strengths and weaknesses, which will serve as the basis for further development of programs to improve and develop these skills. Based on the analysis of the obtained results, the authors proposed recommendations for the comprehensive development of students' soft skills: conducting regular diagnostics, integrating soft skills into the educational process, using innovative practical teaching methods, and creating a favorable educational environment. The diagnostic tools proposed in this article will serve as a foundation for continuing research in the field of assessment and development of soft skills in the educational environment. Keywords: soft skills, university students, diagnostic tools, methodology, critical thinking, creativity, teamwork, emotional intelligence

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Shimizu, Taro. "Twelve tips for physicians’ mastering expertise in diagnostic excellence." MedEdPublish 13 (April 5, 2023): 21. http://dx.doi.org/10.12688/mep.19618.1.

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Diagnostic errors, which account for a large proportion of medical errors, are a global medical challenge. The slogan of reducing diagnostic errors has recently shifted to a new strategy of diagnostic excellence, the core of which is the importance of improving the multidisciplinary diagnostic process. Many of the elements and strategies necessary for diagnostic excellence have been presented. In the context of this diagnostic improvement, some reports have been structured to improve the quality of performance of individual physicians as players. Still, surprisingly, only a few reports have focused on specific day-to-day training strategies for the diagnostic thinking process as expertise. This paper focuses on this point and proposes strategies for refining the diagnostic thinking expertise of frontline physicians in the new era, based on the following four elements: knowledge and experience, diagnostic thinking strategies, information management skills, and calibration and reflection.

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Birch, Stephen, Terje Alraek, Myeong Soo Lee, and Tae-Hun Kim. "Thinking about traditional medicine diagnostic patterns and instruments." Integrative Medicine Research 10, no. 4 (2021): 100745. http://dx.doi.org/10.1016/j.imr.2021.100745.

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Lunney, Margaret. "Critical Thinking and Diagnostic Accuracy of Nurses' Diagnoses." International Journal of Nursing Terminologies and Classifications 14, no. 3 (2003): 96–107. http://dx.doi.org/10.1111/j.1744-618x.2003.00096.x.

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Luo, Jiyu, Ling Tong, Ao Xu, et al. "Gestational Diabetes Mellitus: New Thinking on Diagnostic Criteria." Life 14, no. 12 (2024): 1665. https://doi.org/10.3390/life14121665.

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Currently, there is a lack of standardized diagnostic criteria for gestational diabetes mellitus (GDM), making it a subject of ongoing debate. The optimal diagnostic method and screening strategy for GDM remain contentious. In this review, we summarize the criteria and methods for diagnosing GDM, and perform a comparison between universal and selective screening strategies. Therefore, this review aims to highlight the following: (1) The most widely adopted criteria for GDM are those established by the International Association of Diabetes and Pregnancy Study Groups (IADPSG). (2) Evidence from cohort studies suggests that the one-step diagnostic method is associated with improved pregnancy outcomes and appears more cost-effective compared to the two-step method. (3) Universal screening is more cost-effective than selective screening, which may overlook a significant number of women with GDM. Additionally, various methods have been proposed for early pregnancy screening (before 14 weeks). Finally, an outlook is presented for the diagnosis of GDM, emphasizing the importance of large-scale randomized controlled trials (RCTs) to provide stronger evidence for future support.

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Lunney, Margaret. "Use of Critical Thinking in the Diagnostic Process." International Journal of Nursing Terminologies and Classifications 21, no. 2 (2010): 82–88. http://dx.doi.org/10.1111/j.1744-618x.2010.01150.x.

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Singhal, Geeta. "Perspectives from a pediatrician about diagnostic errors." Diagnosis 1, no. 1 (2014): 69–74. http://dx.doi.org/10.1515/dx-2013-0026.

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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.

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Chotimah, Chotimah. "Implementasi Asesmen Diagnostik dalam Pembelajaran IPAS Kurikulum Merdeka pada Aspek Penilaian Berpikir Kritis Siswa." Jurnal Didaktika Pendidikan Dasar 9, no. 1 (2025): 89–110. https://doi.org/10.26811/didaktika.v9i1.1678.

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The implementation of the Independent Curriculum emphasizes the importance of developing students’ critical thinking skills, but there are still teachers who do not understand and apply diagnostic assessments effectively in science learning to measure this ability. In addition, students' critical thinking assessments are often ignored in daily learning practices, so in-depth research is needed to evaluate and optimize the use of diagnostic assessments as a measuring tool that can facilitate the development of critical thinking skills in accordance with the demands of the Independent Curriculum. This study aims to determine the implementation of diagnostic assessments in science learning on the aspect of critical thinking assessments of students at SDN Banjar 4, Galis District. This research method uses a qualitative phenomenological design. Data collection techniques include interviews, observations, documentation and literature studies. The subjects in this study were 12 fourth grade students of SDN Banjar 4. The results of this study are cognitive diagnostic assessments carried out by teachers as follows: high group (top) 83.33%; middle group (middle) 16.67% and low group (bottom) 0%. Diagnostic assessments have a significant impact on the learning process and the development of students' critical thinking skills. Teachers can also understand students' initial understanding of the material to be taught and provide an initial picture of students' abilities.

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Ahmed, Sanaa, Hina Shah, and Syeda Zarreen Raza. "Evaluation of development of clinical reasoning skills in dental students through diagnostic thinking inventory." Journal of the Pakistan Medical Association 73, no. 9 (2023): 1843–46. http://dx.doi.org/10.47391/jpma.8010.

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Objective: To assess the clinical reasoning skills among dental students, and to compare the diagnostic thinking ability of male and female students. Method: The cross-sectional study was conducted from May to July 2021 at a public-sector dental school in Karachi, and comprised students of both genders from across all the four years of dental school. Data was collected using the diagnostic thinking inventory which also assessed flexibility in thinking and knowledge structure in memory. Data was analysed using SPSS 18. Results: Of the 111 forms distributed, 108(98.2%) were received duly filled; 32(29.35%) from male students and 76(69.72) from female students. Participants from the first year were 24(22%), second year 23(21%), third year 33(30.27%) and the fourth year 29(26.6%). The reliability of diagnostic thinking inventory was 0.906, for knowledge structure in memory 0.661, and flexibility in thinking 0.573. The correlation was significant for students in their 2nd, 3rd and 4th years of studies (p=0.01) The overall mean score was <150 which was poor. Both the knowledge structure in memory, and flexibility in thinking scores were higher for females compared to males (Significant at the level of 0.01). Conclusion: The clinical reasoning skills of students were low, and the diagnostic thinking ability of female students was better than that of their male counterparts. Key Words: Students, Dental Schools, Dental, Problem-based Learning, Clinical Competence, Clinical reasoning.

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Bergl, Paul A., and Rahul S. Nanchal. "Diagnostic Excellence in the ICU: Thinking Critically and Masterfully." Critical Care Clinics 38, no. 1 (2022): i. http://dx.doi.org/10.1016/s0749-0704(21)00079-8.

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Webster, Craig. "More on “Fast” and “Slow” Thinking in Diagnostic Reasoning." Academic Medicine 90, no. 1 (2015): 3. http://dx.doi.org/10.1097/acm.0000000000000555.

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Bordage, G., and M. Lemieux. "Semantic structures and diagnostic thinking of experts and novices." Academic Medicine 66, no. 9 (1991): S70–2. http://dx.doi.org/10.1097/00001888-199109000-00045.

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

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Lemieux, Madeleine, and Georges Bordage. "Propositional Versus Structural Semantic Analyses of Medical Diagnostic Thinking." Cognitive Science 16, no. 2 (1992): 185–204. http://dx.doi.org/10.1207/s15516709cog1602_2.

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Safransky, Sara. "Land Justice as a Historical Diagnostic: Thinking with Detroit." Annals of the American Association of Geographers 108, no. 2 (2017): 499–512. http://dx.doi.org/10.1080/24694452.2017.1385380.

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Peters, R. M. "The role of intuitive thinking in the diagnostic process." Archives of Family Medicine 4, no. 11 (1995): 939–41. http://dx.doi.org/10.1001/archfami.4.11.939.

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Barulina, M. A., N. V. Zakharova, R. F. Nasyrova, D. M. Ivashinenko, M. A. Dvoryankina, and A. I. Rakhmatullin. "Possibilities of Analyzing the Speech of Patients with Mental Disorders Using Mathematical Methods and Artificial Intelligence Algorithms." Personalized Psychiatry and Neurology 4, no. 4 (2024): 2–10. https://doi.org/10.52667/2712-9179-2024-4-4-2-10.

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Thinking is a fundamental cognitive process assessed in psychiatric practice through speech and non-verbal signals. While speech is the primary basis for evaluating thought, thinking can occur independently of speech. Disorganized thinking, particularly associated with schizophrenia, involves weakened associations and cognitive disruptions that impact neural networks. Modern definitions of disorganized thinking, rooted in the three-factor model of psychotic disorders, highlight formal disturbances in thought, speech, and behavior. This conceptualization has been substantiated through neuroimaging studies, revealing structural connectivity issues in brain regions responsible for social-emotional processing. Despite its potential, artificial intelligence (AI) has yet to be fully integrated into psychiatric diagnostics, though its success in other medical fields suggests promising applications. AI could enhance psychiatric assessments by analyzing speech, facial expressions, and behavior, offering new diagnostic tools.

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Harada, Taku, Taro Shimizu, Yuki Kaji, et al. "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, no. 17 (2020): 6110. http://dx.doi.org/10.3390/ijerph17176110.

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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.

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Yakushin, S. S. "Clinical thinking and instrumental diagnostics in the late stage of hypersensitive pneumonitis." Clinical Medicine (Russian Journal) 102, no. 2 (2024): 172–77. http://dx.doi.org/10.30629/0023-2149-2024-102-2-172-177.

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The existing inertia of clinical thinking in establishing a diagnosis, even in the presence of instrumental and valid diagnostic criteria, does not always allow for a reconsideration of the diagnosis given to the patient, especially several years ago. Existing clinical recommendations for certain nosological forms, which currently play a decisive role in diagnostics, treatment, and quality assessment of medical services, may not be fully applicable to all patients with a specifi c disease. As an illustration of the above, a clinical example of a patient diagnosed with “bronchial asthma” about 15 years ago without diagnostic criteria for this condition is provided. Three years ago, on a hospitalization described in the article, a chest computed tomography scan revealed typical signs of diff use pulmonary pneumonia. However, this did not allow for a change in the stereotypical diagnostic view and the correct diagnosis and appropriate treatment, including in a specialized pulmonology department. As a result, the disease progressed with the development of complications in the form of severe respiratory and heart failure. Only a reassessment of clinical symptoms, including inspiratory crackles, chest CT scan (diffuse opacity reduction resembling ground glass), and restrictive abnormalities in external respiration function without obstructive components, allowed for a reevaluation of the diagnosis and the prescription of pathogenetic therapy with glucocorticoids in combination with treatment for respiratory and heart failure, leading to rapid clinical improvement.

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Sosniuk, O. P., I. V. Ostapenko, and D. O. Stoliarova. "FACT-CHECKING AS A TOOL OF DEVELOPMENT OF CRITICAL THINKING OF SOCIAL MEDIA USERS." Ukrainian Psychological Journal, no. 2(16) (2021): 125–40. http://dx.doi.org/10.17721/upj.2021.2(16).8.

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The article is devoted to the study of the peculiarities of use of fact-checking technologies for the development of critical thinking of social media users in training conditions. The main approaches to defining the concept of critical thinking, as well as some modern models of critical thinking, are considered. One of the promising areas of development of critical thinking is the fact-checking skills’ acquisition A methodology for assessing the readiness to recognize fakes and the ability to identify fake information is proposed (on the example of reports about SARS-CoV-2). The leading manipulation techniques used in the mass media and social networks to spread fakes about vaccination against SARS-CoV-2 have been identified. A training program for the development of comprehensive fact-checking skills is presented, which involves checking the authenticity of photos/images, video content, and verbal content. To consolidate fact-checking skills, it is suggested to use a web quest. The proposed program for the development of civic competence has been successfully tested. According to the results of diagnostics, it has been proven that mastering fact-checking technologies improves the ability to recognize fakes about vaccination and SARS-CoV-2, increases the resistance of social media users to manipulative influences, and has a positive effect on the development of their critical thinking. Prospects for further research consist of the approbation of comprehensive training and educational programs aimed at the development of critical thinking, as well as the improvement of diagnostic tools for the level of critical thinking’s formation in representatives of different age groups.

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Афоничев, Г. А., та Е. В. Яковлева. "Исследование уровня развития критического мышления у подростков". Пространство педагогических исследований 2, № 1 (2025): 7–16. https://doi.org/10.23859/3034-1760.2025.77.61.001.

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Статья посвящена вопросу диагностирования уровня развития критического мышления у подростков, обучающихся в общеобразовательной организации. В работе доказана необходимость формирования критического мышления у учащихся, приведен анализ понятия «критическое мышление», на основе анализа определены критерии и показатели сформированности критического мышлении у подростков, дана характеристика уровней. В статье указаны диагностические методики, которые позволяют определить уровень сформированности критического мышления у учащихся 8–9 классов. Представлены результаты замеров уровня развития критического мышления у подростков. The article considers diagnostics of the level of’critical thinking development of adolescents studying in a comprehensive educational institution. The study substantiates the necessity of fostering critical thinking in students and provides an analysis of the concept of "critical thinking." Based on this analysis, criteria and indicators of critical thinking formation in adolescents are identified, and a description of its developmental levels is given in the article. The article specifies diagnostic methodologies that allow for the assessment of the level of critical thinking development in 8th–9th grade students, and gives the results of measurements of adolescents' critical thinking development.

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Shimizu, Taro. "System 2 Diagnostic Process for the Next Generation of Physicians: “Inside” and “Outside” Brain—The Interplay between Human and Machine." Diagnostics 12, no. 2 (2022): 356. http://dx.doi.org/10.3390/diagnostics12020356.

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Improving diagnosis has been one of the most critical issues in medicine for the last two decades. In the context of the rise of digital health and its augmentation and human diagnostic thinking, it has become necessary to integrate the concept of digital diagnosis into dual-process theory (DPT), which is the fundamental axis of the diagnostic thinking process physicians. Particularly, since the clinical decision support system (CDSS) corresponds to analytical thinking (system 2) in DPT, it is necessary to redefine system 2 to include the CDSS. However, to the best of my knowledge there has been no concrete conceptual model based on this need. The innovation and novelty of this paper are that it redefines system 2 to include new concepts and shows the relationship among the breakdown of system 2. In this definition, system 2 is divided into “inside” and “outside” brains, where “inside” includes symptomatologic, anatomical, biomechanical–physiological, and etiological thinking approaches, and “outside” includes CDSS. Moreover, this paper discusses the actual and possible future interplay between “inside” and “outside.” The author envisions that this paper will serve as a cornerstone for the future development of system 2 diagnostic thinking strategy.

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Eliaumra, Eliaumra, Dewi Purwasih Samaela, and Nining Kasim Muhdin. "Developing diagnostic test assessment to measure creative thinking skills of Biology preservice teacher students." Research and Evaluation in Education 8, no. 2 (2022): 152–68. http://dx.doi.org/10.21831/reid.v8i2.50885.

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The research aims to develop a diagnostic test assessment to measure the creative thinking skills of biology preservice teacher students. This research and development used Thiagarajan's 4D (Define, Design, Develop, and Dissemination) model. The diagnostic test assessment was developed in the form of an essay test with five numbers of scoring rubrics. This research was conducted at the Biology Education Study Program, University of Sintuwu Maroso. The results of the expert validation of the assessment instrument are high, and the reliability value is high. The results of the test found that all questions were valid and reliable. The student's creative thinking skills obtained an average value of fluency of 75.01% in the high category, flexibility thinking skills of 64.13% in the medium category, originality thinking skills of 69.56% in the medium category, elaboration skills of 75.01% in the high category and evaluation skills of 75.07% in the high category. All students' creative thinking skills are in the moderate category with a score of 71.74%, and the follow-up to the diagnostic results is that the lecturer can provide remedial on several learning indicators that have not been achieved.

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Zhang, Zhidong. "Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills." International Education Studies 11, no. 2 (2018): 106. http://dx.doi.org/10.5539/ies.v11n2p106.

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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.

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Harris, Katherine I., Jane S. Rowat, and Manish Suneja. "Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach." Diagnosis 7, no. 1 (2020): 21–25. http://dx.doi.org/10.1515/dx-2019-0023.

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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.

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Jiang, Tiantian. "Data Analysis of College English Speculative Reading Teaching Based on Multimodal Teaching Theory in a Complex Cross-Cultural Environment." Journal of Environmental and Public Health 2022 (September 5, 2022): 1–12. http://dx.doi.org/10.1155/2022/1891937.

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With the continuous rise of my country’s international status, the cultivation of students’ cross-cultural thinking ability has become an important goal of college English teaching. Since the twentieth century, theories about critical thinking ability have been abundant, and how to improve students’ critical thinking ability is also a hotspot of reform. In foreign countries, there are rich teaching models, but in China, it is still a major problem to be solved to cultivate students’ speculative ability through specific teaching methods. How teachers’ classroom teaching is related to the cultivation of speculative ability. In addition to having direct application significance for teachers to realize the cultivation of speculative ability in routine teaching, the research on these issues is conducive to opening the “black box” of classroom instruction. The most crucial tasks in teaching speculative reading and cross-cultural education in today’s college English curriculum are the only means of enhancing students’ critical thinking and cross-cultural communication skills. This paper analyses, researches, and applies the diagnostic evaluation model using data gathered during system usage. In order to enhance the diagnostic evaluation function of the college English diagnostic practice system and the associated test paper generation algorithm, the author then designs and implements two test recommendation algorithms in accordance with the diagnostic evaluation model.

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Bittencourt, Greicy Kelly Gouveia Dias, and Maria da Graça Oliveira Crossetti. "Theoretical model of critical thinking in diagnostic processes in nursing." Online Brazilian Journal of Nursing 11s1, no. 2 (2012): 563–67. http://dx.doi.org/10.5935/1676-4285.2012s034.

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Morgan, A. T., and F. Liégeois. "Re-Thinking Diagnostic Classification of the Dysarthrias: A Developmental Perspective." Folia Phoniatrica et Logopaedica 62, no. 3 (2010): 120–26. http://dx.doi.org/10.1159/000287210.

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Hospodar, Gary J. "Critical Diagnostic Thinking in Respiratory Care: A Case-Based Approach." Chest 122, no. 2 (2002): 757. http://dx.doi.org/10.1378/chest.122.2.757.

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O'Neill, Eileen S., and Nancy M. Dluhy. "A longitudinal framework for fostering critical thinking and diagnostic reasoning." Journal of Advanced Nursing 26, no. 4 (1997): 825–32. http://dx.doi.org/10.1046/j.1365-2648.1997.00338.x.

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Noguchi, Yoshiori, Kunihiko Matsui, Hiroshi Imura, Masatomo Kiyota, and Tuguya Fukui. "Quantitative evaluation of the diagnostic thinking process in medical students." Journal of General Internal Medicine 17, no. 11 (2002): 848–53. http://dx.doi.org/10.1046/j.1525-1497.2002.20139.x.

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Ratner, G. L. "Development of clinical thinking in students." Kazan medical journal 50, no. 4 (2022): 95–98. http://dx.doi.org/10.17816/kazmj104019.

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The successes achieved by medicine in recent years are undoubtedly associated with the introduction of a significant number of new laboratory and instrumental diagnostic research methods. The desire of scientists and doctors to make medicine a more accurate science is quite natural and natural. However, often at the same time, voluntarily or involuntarily, traditional methods of subjective and objective examination of the patient are pushed into the background.

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Engelmann, Jan B., Maël Lebreton, Nahuel A. Salem-Garcia, Peter Schwardmann, and Joël J. van der Weele. "Anticipatory Anxiety and Wishful Thinking." American Economic Review 114, no. 4 (2024): 926–60. http://dx.doi.org/10.1257/aer.20191068.

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Across five experiments (N = 1,714), we test whether people engage in wishful thinking to alleviate anxiety about adverse future outcomes. Participants perform pattern recognition tasks in which some patterns may result in an electric shock or a monetary loss. Diagnostic of wishful thinking, participants are less likely to correctly identify patterns that are associated with a shock or loss. Wishful thinking is more pronounced under more ambiguous signals and only reduced by higher accuracy incentives when participants’ cognitive effort reduces ambiguity. Wishful thinking disappears in the domain of monetary gains, indicating that negative emotions are important drivers of the phenomenon. (JEL C91, D12, D83, D91)

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Anzalimuddin, Anzalimuddin, Muhammad Adika Nugraha, and Sitti Aisyah. "ANALYSIS OF STUDENTS' CRITICAL THINKING SKILLS IN HISTORY LEARNING: DIAGNOSTIC APPROACH AT SMA NEGERI 2 MEDAN." Puteri Hijau : Jurnal Pendidikan Sejarah 9, no. 2 (2024): 325. http://dx.doi.org/10.24114/ph.v9i2.57323.

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This research aims to analyze students' critical thinking skills in learning history using a diagnostic approach at SMA Negeri 2 Medan. The research method used is a qualitative descriptive method. The sample for this research was class XI students at SMA Negeri 2 Medan, consisting of 30 students. The instruments used are written tests and observations. The research results show that students' critical thinking skills in history learning tend to be low. Factors that influence students' critical thinking skills include a lack of mastery of historical concepts, a lack of practice in analyzing and evaluating historical information, and a lack of motivation in learning history. Therefore, it is recommended that teachers use a diagnostic approach to help improve students' critical thinking skills in history learning by identifying students' difficulties and weaknesses and providing guidance and learning that suits students' individual needs.

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Ashby, Elizabeth, and Andreas Roposch. "Diagnostic Yield of Sonography in Infants With Suspected Hip Dysplasia: Diagnostic Thinking Efficiency and Therapeutic Efficiency." American Journal of Roentgenology 204, no. 1 (2015): 177–81. http://dx.doi.org/10.2214/ajr.14.12477.

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Fanaroff, A. A. "Diagnostic Yield of Sonography in Infants With Suspected Hip Dysplasia: Diagnostic Thinking Efficiency and Therapeutic Efficiency." Yearbook of Neonatal and Perinatal Medicine 2015 (2015): 229–30. https://doi.org/10.1016/j.ynpm.2015.06.024.

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Toropova, S. I. "Development of critical thinking of students – future biotechnologists in the process of teaching mathematics." Education and science journal 25, no. 5 (2023): 49–76. http://dx.doi.org/10.17853/1994-5639-2023-5-49-76.

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Introduction. In the context of the availability of information containing misleading arguments, the prevalence of electronic devices and the Internet, there is the increasing demand for the ability to effectively navigate the information field, to establish cause-and-effect relationships, to formulate one’s own conclusions and to make informed decisions. Consequently, one of a modern university graduate’s key competencies is critical thinking, which influences students’ adaptation in society and their professional realisation. Critical thinking development is an urgent task in the process of mathematical education of students, who plan to work in areas directly related to the well-being of future generations.Aim. The current research aims to identify and test the methodological conditions that ensure the development of critical thinking of students – future biotechnologists in the process of teaching mathematics at the university. An additional task was the development of diagnostic tools aimed at assessing critical thinking skills.Methodology and research methods. The research involved 81 students of the Vyatka State University majoring in 19.03.01 Biotechnology training programme. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and the Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account the specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test.Results and scientific novelty. For the first time, on the basis of modern research, the features of the formation and evaluation of critical thinking of students – future biotechnologists in the process of teaching mathematics are presented. A number of methodological conditions, which ensure the development of this type of thinking, are formulated. The conditions clarify and expand the ideas about the system of mathematical training of bachelors-biotechnologists. Diagnostic tools were developed and tested. Its key feature is that the student does not work in a simulated environment, but on real problems. The intervention effectiveness based on the described conditions was confirmed by significant differences (Uemp.= 128 < Ucr.= 142; p < 0,01).Practical significance. The identified methodological conditions and the proposed diagnostic tools can be used to improve the mathematical training of future biotechnologists, as well as to optimise the process of teaching mathematics in order to develop the main components of critical thinking.

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Cosby, Karen. "The Role of Certainty, Confidence, and Critical Thinking in the Diagnostic Process: Good Luck or Good Thinking?" Academic Emergency Medicine 18, no. 2 (2011): 212–14. http://dx.doi.org/10.1111/j.1553-2712.2010.00979.x.

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Nehm, Ross H., Elizabeth P. Beggrow, John E. Opfer, and Minsu Ha. "Reasoning About Natural Selection: Diagnosing Contextual Competency Using the ACORNS Instrument." American Biology Teacher 74, no. 2 (2012): 92–98. http://dx.doi.org/10.1525/abt.2012.74.2.6.

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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.

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Wali, Ahlam Ibrahim, Muzaffar Hamed Ali, and Ahmed Azan Sharif. "The Role of Strategic Thinking Patterns in the Quality of Administrative Decision Making." Iraqi Administrative Sciences Journal 2, no. 2 (2018): 1–21. http://dx.doi.org/10.33013/iqasj.v2n2y2018.pp1-21.

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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

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