Giving algorithms a sense of uncertainty could make them more ethical

The algorithm could handle this uncertainty by computing multiple solutions and then giving humans a menu of options with their associated trade-offs. Say the AI system was meant to help make medical decisions. Instead of recommending one treatment over another, it could present three possible options: one for maximizing patient life span, another for minimizing […]

Algorithmic de-skilling of clinical decision-makers

What will we do when we don’t drive most of the time but have a car that hands control to us during an extreme event? Agrawal, A., Gans, J. & Goldfarb, A. (2018). Prediction Machines: The Simple Economics of Artificial Intelligence. Before I get to the takehome message, I need to set this up a […]

Proposal abstract: Case-based learning in undergraduate physiotherapy education

Abstract for a project I submitted earlier this week for ethics clearance. During 2012 – 2014 we converted one of our modules that runs in the 2nd, 3rd and 4th year levels from a lecture-based format to a case-based learning format. We are now hoping to have a closer look at whether or not the […]

Clinical reasoning: Identifying errors and correcting

Yesterday I attended a presentation on clinical reasoning by Professors Vanessa Burch (University of Cape Town) and Juanita Bezuidenhout (University of Stellenbosch). Here are the notes I took during the presentation. How does CR work? How do errors occur? Do clinician educators contribute to errors? Can we identify students with CR difficulties? Can we improve […]

Design principles for clinical reasoning

Clinical reasoning is hard to do, and even harder to facilitate in novice practitioners who lack the experience and patterns of thinking that enable them to establish conceptual relationships that are often non-trivial. Experienced clinicians have developed, over many years and many patients, a set of thinking patterns that influence the clinical decisions they make, […]

Content isn’t important, relative to thinking

I just had a brief conversation with a colleague on the nature of the teaching method we’re using in my department. Earlier this year we shifted from a methodology premised on lectures, to the use of case-based learning. I’ve been saying for a while that content is not important, but I’ve realised that I haven’t […]

Developing mobile apps for clinical educators

I’m happy and proud to announce that my first app has been released into the App store. I’ve been working on this project for a few months now, in collaboration with the excellent team at Snapplify, in order to get this release out the door. The name of the app is The Clinical Teacher, and it’s […]

SAFRI 2011 (session 2) – day 1

A few days ago we began the second SAFRI* session of 2011, which will lead into the SAAHE conference** later in the week. Every day I take notes and will try to put them up as we go along bearing in mind that a lot of what we do is workshop-based. The notes are a […]

Strategies to improve clinical teaching: a workshop

On Saturday I attended a workshop at Groote Schuur hospital that had the aim of providing “…clinicians with the opportunity to improve their ability to facilitate learning in clinical practice”. Objectives included improving the understanding of theories of learning, methods of enhancing learning and assessment practices and the role of assessment in learning. I was […]

Twitter Weekly Updates for 2011-05-16

RT @amcunningham: An analysis of clinical reasoning through a recent and comprehensive approach: the dual-process theory # The use of tense in Lit review. I also prefer the present tense to situate the conversation in a current context # 13 Photographs That Changed the World. # “Dropbox Lied to Users about Data […]

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