ObjectiveAs medical educators increasingly emphasize integration of disciplines, culturally relevant care, and evidence‐based medicine, learners must draw upon diverse ways of knowing and learning. Because learners' theories of knowledge and knowing influence how they reason and make meaning, it is important to consider how these theories, described as epistemic cognition, relate to medical education and practice. The purpose of this presentation is to present a review of the research literature on epistemic cognition in medicine and discuss implications for health science and medical educators.MethodsFollowing recommendations for systematic review described by Cook and West (2012), we conducted database searches using keywords related to epistemic cognition and medical education. Requirements for selection included empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition in medicine and implications for research and medical education. Ongoing updates to the literature within our search parameters will be incorporated in the presentation.ResultsThemes from the findings of selected studies included relatively simple epistemological positions of medical learners, increasing epistemological sophistication with clinical experience, and relationships between epistemic cognition and the context of medical education and practice. Other common themes included patterns in epistemic orientations to clinical practice and learners' and physicians' reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medicine and its relationship to clinical outcomes. Also, relationships between epistemological positions and humanistic patient care, as well as influences of medical education practices were identified as important areas for future study.ConclusionsThe concept of epistemic cognition is presented and applied in different ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important next steps. Additionally, future research should examine the relationship between the contexts of medical learning and practice and epistemic cognition. For example, do teaching and assessment in medical education promote conceptions of certainty and concreteness of medical knowledge? If so, how can medical educators from various disciplines promote more beneficial epistemic positions? Finally, we will discuss implications of epistemic cognition for development of humanistic orientations to medical care.Support or Funding InformationArnold P. Gold Foundation
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