Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação e Saúde |
Texto Completo: | https://www.gvaa.com.br/revista/index.php/REBES/article/view/9034 |
Resumo: | Clinical decision-making was once considered the result of a strictly cognitive process, however, it is now known that they are influenced by emotions. Educational activities conducted throughout the medical education process aimed at developing these emotional aspects may result in professionals more apt to make correct clinical decisions, but little is known about their real effects. In order to analyze the influence of emotions on the decision-making process in medical education, a systematic review was carried out using the Medline databases (via PUBMED), VHL and ERIC to identify original empirical studies. It was possible to identify that emotion and reason influence the clinical decision-making process, however there are few studies that in fact leave the field merely theoretical and descriptive and present an experimental design. Eight studies were identified that used educational strategies in order to modulate decision making, using different models of evaluation and obtaining results. The identified articles presented varied strategies, such as workshops, use of online tools, evaluation of the effect of positive feelings on reasoning and clinical decision-making, simulated environments, audiovisual resources, OSCE, among others. The results observed were often not direct with improved performance, but through side effects such as greater interest in resolving cases or even greater speed in resolving them. The studies analyzed are quite heterogeneous, requiring more work that can measure such relationships in greater depth and effectively manage to outline effective educational strategies. |
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Educational initiatives based on the effect of emotions in the medical decision making process: a systematic reviewIntervenções educacionais baseadas no efeito das emoções no processo de tomada de decisões médicas: uma revisão sistemática Clinical decision-making was once considered the result of a strictly cognitive process, however, it is now known that they are influenced by emotions. Educational activities conducted throughout the medical education process aimed at developing these emotional aspects may result in professionals more apt to make correct clinical decisions, but little is known about their real effects. In order to analyze the influence of emotions on the decision-making process in medical education, a systematic review was carried out using the Medline databases (via PUBMED), VHL and ERIC to identify original empirical studies. It was possible to identify that emotion and reason influence the clinical decision-making process, however there are few studies that in fact leave the field merely theoretical and descriptive and present an experimental design. Eight studies were identified that used educational strategies in order to modulate decision making, using different models of evaluation and obtaining results. The identified articles presented varied strategies, such as workshops, use of online tools, evaluation of the effect of positive feelings on reasoning and clinical decision-making, simulated environments, audiovisual resources, OSCE, among others. The results observed were often not direct with improved performance, but through side effects such as greater interest in resolving cases or even greater speed in resolving them. The studies analyzed are quite heterogeneous, requiring more work that can measure such relationships in greater depth and effectively manage to outline effective educational strategies.As tomadas de decisões clínicas já foram consideradas resultado de um processo estritamente cognitivo, porém, sabe-se atualmente que são influenciadas pelas emoções. Atividades educacionais conduzidas ao longo do processo de formação médica voltadas para o desenvolvimento destes aspectos emocionais podem resultar em profissionais mais aptos a tomarem decisões clínicas acertadas, mas pouco se conhece sobre seus reais efeitos. Com o objetivo de analisar a influência das emoções no processo de tomada de decisão na formação médica foi realizado uma revisão sistemática utilizando as bases de dados Medline (via PUBMED), BVS e ERIC para identificar estudos empíricos originais. Foi possível identificar que a emoção e a razão influenciam o processo de tomada de decisões clínicas, no entanto há poucos estudos que de fato saem do campo meramente teórico e descritivo e apresentam um desenho experimental. Foram identificados oito estudos que utilizaram estratégias educacionais com o intuito de modular as tomadas de decisões, utilizando diferentes modelos de avaliação e obtenção de resultados. Os artigos identificados apresentaram estratégias variadas, como oficinas, uso de ferramentas online, avaliação do efeito de sentimentos positivos no raciocínio e na tomada de decisões clínicas, ambientes simulados, recursos audiovisuais, OSCE, entre outros. Os resultados observados muitas vezes não avaliavam diretamente melhora do desempenho, mas sim efeitos secundários como maior interesse para resolver os casos ou mesmo maior rapidez para solucioná-los. Os estudos são bastante heterogêneos, tanto em relação ao tipo de intervenção quanto aos desfechos analisados, mas esta revisão fornece um panorama que pode nortear os docentes a explorar estratégias educacionais potencialmente eficazes.GRUPO VERDE DE AGROECOLOGIA E ABELHAS2022-10-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.gvaa.com.br/revista/index.php/REBES/article/view/903410.18378/rebes.v12i3.9034Revista Brasileira de Educação e Saúde; Vol. 12 No. 3 (2022); 252-262Revista Brasileira de Educação e Saúde; Vol. 12 Núm. 3 (2022); 252-262Revista Brasileira de Educação e Saúde; v. 12 n. 3 (2022); 252-2622358-2391reponame:Revista Brasileira de Educação e Saúdeinstname:Grupo Verde de Agroecologia e Abelhas (GVAA)instacron:GVAAporhttps://www.gvaa.com.br/revista/index.php/REBES/article/view/9034/11234Copyright (c) 2022 albert nilo da costa, alexandre de araujo pereira , alexandre sampaio moura , Vinícius Jardim furtadoinfo:eu-repo/semantics/openAccess Furtado, Vinícius Jardim Moura , Alexandre SampaioCosta, Albert Nilo da Pereira , Alexandre de Araújo 2023-04-16T20:05:09Zoai:ojs.gvaa.com.br:article/9034Revistahttps://www.gvaa.com.br/revista/index.php/REBESPRIhttp://www.gvaa.com.br/revista/index.php/REBES/oaimilenanunes@fiponline.edu.br||patriciomaracaja@gmail.com2358-23912358-2391opendoar:2023-04-16T20:05:09Revista Brasileira de Educação e Saúde - Grupo Verde de Agroecologia e Abelhas (GVAA)false |
dc.title.none.fl_str_mv |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review Intervenções educacionais baseadas no efeito das emoções no processo de tomada de decisões médicas: uma revisão sistemática |
title |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review |
spellingShingle |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review Furtado, Vinícius Jardim |
title_short |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review |
title_full |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review |
title_fullStr |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review |
title_full_unstemmed |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review |
title_sort |
Educational initiatives based on the effect of emotions in the medical decision making process: a systematic review |
author |
Furtado, Vinícius Jardim |
author_facet |
Furtado, Vinícius Jardim Moura , Alexandre Sampaio Costa, Albert Nilo da Pereira , Alexandre de Araújo |
author_role |
author |
author2 |
Moura , Alexandre Sampaio Costa, Albert Nilo da Pereira , Alexandre de Araújo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Furtado, Vinícius Jardim Moura , Alexandre Sampaio Costa, Albert Nilo da Pereira , Alexandre de Araújo |
description |
Clinical decision-making was once considered the result of a strictly cognitive process, however, it is now known that they are influenced by emotions. Educational activities conducted throughout the medical education process aimed at developing these emotional aspects may result in professionals more apt to make correct clinical decisions, but little is known about their real effects. In order to analyze the influence of emotions on the decision-making process in medical education, a systematic review was carried out using the Medline databases (via PUBMED), VHL and ERIC to identify original empirical studies. It was possible to identify that emotion and reason influence the clinical decision-making process, however there are few studies that in fact leave the field merely theoretical and descriptive and present an experimental design. Eight studies were identified that used educational strategies in order to modulate decision making, using different models of evaluation and obtaining results. The identified articles presented varied strategies, such as workshops, use of online tools, evaluation of the effect of positive feelings on reasoning and clinical decision-making, simulated environments, audiovisual resources, OSCE, among others. The results observed were often not direct with improved performance, but through side effects such as greater interest in resolving cases or even greater speed in resolving them. The studies analyzed are quite heterogeneous, requiring more work that can measure such relationships in greater depth and effectively manage to outline effective educational strategies. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.gvaa.com.br/revista/index.php/REBES/article/view/9034 10.18378/rebes.v12i3.9034 |
url |
https://www.gvaa.com.br/revista/index.php/REBES/article/view/9034 |
identifier_str_mv |
10.18378/rebes.v12i3.9034 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.gvaa.com.br/revista/index.php/REBES/article/view/9034/11234 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
GRUPO VERDE DE AGROECOLOGIA E ABELHAS |
publisher.none.fl_str_mv |
GRUPO VERDE DE AGROECOLOGIA E ABELHAS |
dc.source.none.fl_str_mv |
Revista Brasileira de Educação e Saúde; Vol. 12 No. 3 (2022); 252-262 Revista Brasileira de Educação e Saúde; Vol. 12 Núm. 3 (2022); 252-262 Revista Brasileira de Educação e Saúde; v. 12 n. 3 (2022); 252-262 2358-2391 reponame:Revista Brasileira de Educação e Saúde instname:Grupo Verde de Agroecologia e Abelhas (GVAA) instacron:GVAA |
instname_str |
Grupo Verde de Agroecologia e Abelhas (GVAA) |
instacron_str |
GVAA |
institution |
GVAA |
reponame_str |
Revista Brasileira de Educação e Saúde |
collection |
Revista Brasileira de Educação e Saúde |
repository.name.fl_str_mv |
Revista Brasileira de Educação e Saúde - Grupo Verde de Agroecologia e Abelhas (GVAA) |
repository.mail.fl_str_mv |
milenanunes@fiponline.edu.br||patriciomaracaja@gmail.com |
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1798949667791175680 |