The patient–physician relationship can be conceived as a process of structuring an ill-structured emotional-cognitive problem. So, new methods should be developed in order to capture the relations among emotions and cognitions, and physicians should be educated to recognize the influence of emotions on medical decision-making. The paper describes GRASP, an e-learning application based upon the assumption that cognitions and emotions are dual concepts. The results of a blended e-learning experiment are shown. The students were confronted with a role-playing based illness narrative. Their observations were segmented into information units, and uploaded on the e-learning system DVLN. The set of information units was then transformed into a bipartite graph, and analysed by means of STRUCTURE, an application aimed at grasping the structure of the relations among a set of ‘‘objects’’. The results were compared with Correspondence Analysis. The implications for medical education, medical reasoning, and medical record design are discussed.

Emotional and cognitive information processing in web-based medical education

GIANI, UMBERTO;
2007

Abstract

The patient–physician relationship can be conceived as a process of structuring an ill-structured emotional-cognitive problem. So, new methods should be developed in order to capture the relations among emotions and cognitions, and physicians should be educated to recognize the influence of emotions on medical decision-making. The paper describes GRASP, an e-learning application based upon the assumption that cognitions and emotions are dual concepts. The results of a blended e-learning experiment are shown. The students were confronted with a role-playing based illness narrative. Their observations were segmented into information units, and uploaded on the e-learning system DVLN. The set of information units was then transformed into a bipartite graph, and analysed by means of STRUCTURE, an application aimed at grasping the structure of the relations among a set of ‘‘objects’’. The results were compared with Correspondence Analysis. The implications for medical education, medical reasoning, and medical record design are discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11588/145884
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