Evidence of anchoring bias in novice (first year) osteopathic French students in the context of the primary respiratory mechanism: A randomized-experimental study

Abstract

BackgroundCognitive biases appear to be one of the most common causes of incorrect medical diagnosis. It affects students during their training and could persist after post-graduation. This could deteriorate patient care. Among them, anchoring bias can impair haptic perception and lead to a biased diagnosis. ObjectiveOur study assessed the anchoring bias of first-year osteopathic students by determining whether information regarding the PRM rhythm could influence their haptic perception. MethodsForty first-year osteopathic students were randomly assigned to three groups. They were given different anchoring values during a PRM rhythm evaluation (3, 10 or 17 movements per minute, mpm). All information were given through video documents. Perceived rhythms were collected before and after anchoring. Wilcoxon and Kruskal-Wallis tests were used to compare intra and intergroup values. ResultsBefore receiving the anchor, groups significantly (p = 0.105) perceived the same rhythms (11.8 ± 6.6mpm; 20.9 ± 9.9mpm; 18.2 ± 10.6mpm; respectively) with high variance among students. After receiving the anchor, students perceived significantly different rhythms; 3.5 ± 1.7mpm; 11.4 ± 2.8mpm; 16.8 ± 6.6mpm, respectively (p < 0.0001). Variance decreased significantly. ConclusionAn anchoring bias might occur among first-year osteopathic students regarding their perception of the PRM rhythm. These results provide insights into the importance of the way of presenting information to students, especially controversial ones. Indeed, the way in which changing the ontological framework can modify the epistemological approach needs to be investigated. This could have implications on a student's clinical diagnosis. Students are encouraged to believe in their haptic ability, but also to use critical thinking.