Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education

Peter Johan Heiberg Engel

doi:10.1080/01421590802144260

Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education

Peter Johan Heiberg Engel

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

70 Citationer (Scopus)

Abstract

Udgivelsesdato: 2008-null

Originalsprog	Engelsk
Tidsskrift	Medical Teacher
Vol/bind	30
Udgave nummer	7
Sider (fra-til)	e184-8
ISSN	0142-159X
DOI	https://doi.org/10.1080/01421590802144260
Status	Udgivet - 2008

Adgang til dokumentet

10.1080/01421590802144260

Citationsformater

@article{a47d1020c50911dd8ca2000ea68e967b,

title = "Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education",

abstract = "BACKGROUND: Much education--especially at the university level--has been criticized for having primarily dealt with explicit knowledge, i.e. those aspects of mental activities, which are verbal and conscious. Furthermore, research in medical diagnostic reasoning has been criticized for having focused on the specialty of intern medicine, while specialties with other skills, i.e. perceptive skills within pathology and radiology, have been ignored. AIMS: To show that the concept of tacit knowledge is important in medical education-at all levels and in medical diagnostic reasoning. METHODS: Describing how tacit knowledge according to Michael Polany, is experienced and expressed in day-to-day life, it is shown that there is a tacit dimension to all knowledge. Reviewing recent literature on medical diagnostic reasoning, it is shown that tacit knowledge is recognized in connection with concepts such as {"}non-analytical reasoning{"} and {"}dual process of reasoning.{"} CONCLUSION: It is important that educators are trained in how explicit and implicit knowledge is attained and that tacit knowledge is included in educational programmes of all medical specialties.",

author = "{Heiberg Engel}, {Peter Johan}",

year = "2008",

doi = "10.1080/01421590802144260",

language = "English",

volume = "30",

pages = "e184--8",

journal = "Medical Teacher",

issn = "0142-159X",

publisher = "Taylor & Francis",

number = "7",

}

TY - JOUR

T1 - Tacit knowledge and visual expertise in medical diagnostic reasoning: implications for medical education

AU - Heiberg Engel, Peter Johan

PY - 2008

Y1 - 2008

N2 - BACKGROUND: Much education--especially at the university level--has been criticized for having primarily dealt with explicit knowledge, i.e. those aspects of mental activities, which are verbal and conscious. Furthermore, research in medical diagnostic reasoning has been criticized for having focused on the specialty of intern medicine, while specialties with other skills, i.e. perceptive skills within pathology and radiology, have been ignored. AIMS: To show that the concept of tacit knowledge is important in medical education-at all levels and in medical diagnostic reasoning. METHODS: Describing how tacit knowledge according to Michael Polany, is experienced and expressed in day-to-day life, it is shown that there is a tacit dimension to all knowledge. Reviewing recent literature on medical diagnostic reasoning, it is shown that tacit knowledge is recognized in connection with concepts such as "non-analytical reasoning" and "dual process of reasoning." CONCLUSION: It is important that educators are trained in how explicit and implicit knowledge is attained and that tacit knowledge is included in educational programmes of all medical specialties.

AB - BACKGROUND: Much education--especially at the university level--has been criticized for having primarily dealt with explicit knowledge, i.e. those aspects of mental activities, which are verbal and conscious. Furthermore, research in medical diagnostic reasoning has been criticized for having focused on the specialty of intern medicine, while specialties with other skills, i.e. perceptive skills within pathology and radiology, have been ignored. AIMS: To show that the concept of tacit knowledge is important in medical education-at all levels and in medical diagnostic reasoning. METHODS: Describing how tacit knowledge according to Michael Polany, is experienced and expressed in day-to-day life, it is shown that there is a tacit dimension to all knowledge. Reviewing recent literature on medical diagnostic reasoning, it is shown that tacit knowledge is recognized in connection with concepts such as "non-analytical reasoning" and "dual process of reasoning." CONCLUSION: It is important that educators are trained in how explicit and implicit knowledge is attained and that tacit knowledge is included in educational programmes of all medical specialties.

U2 - 10.1080/01421590802144260

DO - 10.1080/01421590802144260

M3 - Journal article

C2 - 18777417

SN - 0142-159X

VL - 30

SP - e184-8

JO - Medical Teacher

JF - Medical Teacher

IS - 7

ER -