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Ninety-Nine Lessons in Critical Thinking was designed to enhance the reader's awareness of how they think and how decisions involving patients and scientific matters can be influenced by word choice, preconceived ideas, framing, biases, and inattentiveness. Entertaining and informative stories from the author's 45 year clinical and scientific experience and from the history of medicine and science are presented to illustrate ways in which critical thinking skills can be developed and awareness of thought processes enhanced. The evolution of human learning and awareness is used to illustrate…mehr
Ninety-Nine Lessons in Critical Thinking was designed to enhance the reader's awareness of how they think and how decisions involving patients and scientific matters can be influenced by word choice, preconceived ideas, framing, biases, and inattentiveness. Entertaining and informative stories from the author's 45 year clinical and scientific experience and from the history of medicine and science are presented to illustrate ways in which critical thinking skills can be developed and awareness of thought processes enhanced. The evolution of human learning and awareness is used to illustrate the fundamental nature of the concepts, and emphasis is placed on ways to enhance awareness of how our attention and words influence thought. Medical professionals (including medical students, residents, postgraduate fellows, graduate students, dentists, and nurse practitioners) are faced with an enormous amount of information coming from scientific literature, computerized patient records and artificial intelligence. Methods for dealing with this avalanche of data and ways to retain focus on key patient and scientific matters are explored, and practical suggestions to improve doctor-patient interactions are included, with a focus on approaching care regarding the patient's life context and personhood. The ninety-nine lessons demonstrate how to enhance understanding of the humanity of both the patient and the doctor and how awareness of thought is essential for innovative and compassionate care and research.
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Autorenporträt
Robert P. Friedland, MD, is a cognitive neurologist devoted to the study of brain disorders of aging. He is the Mary and Mason Rudd Chair and Professor of Neurology, Anatomy, and Neurobiology at the University of Louisville School of Medicine. He is a graduate of CCNY (1969) and the Mount Sinai School of Medicine (1973). He worked in the Lawrence Berkeley Laboratory and was Chief of the Section on Brain Aging of the NIA, NIH (1985-1990). At Case Western Reserve University, he was Professor of Neurology, Psychiatry, and Radiology (1990-2008). His work is focused on Alzheimer's and related disorders, with collaborators in the USA, the UK, Japan and Israel.
Inhaltsangabe
* SECTION I DOCTOR- PATIENT INTERACTIONS * 1. The World Is Too Complex To Perceive Directly * 2. The Key Factor Which Determines What We Perceive Is Our Attention and How It Is Focused * 3. Which Is Older, Stories or Books? * 4. Be Fierce, Nurture an Intense and Ferocious Aggressiveness in the Pursuit of Your Learning and the Benefit of Your Patients * 5. "Listen to Your Patient, He Is Telling You the Diagnosis" * 6. Be a Good Observer * 7. Consider the Patient's Experience * 8. Learn from Your Patients * 9. Intellectualization Limits Your Compassion * 10. Key Elements of the Patient Visit: The Interview and Deep Listening * 11. Words Influence Thought * 12. The Physical Exam * 13. Touch Is Important * 14. Be Prepared for the Unexpected * SECTION II DIAGNOSIS AND EVALUATION * 15. The Fundamental Three- Step Approach to Diagnosis * 16. A Mnemonic for Etiologies, VITAMINS ABCD * 17. Investigations * 18. Don't Be Afraid To Say You Don't Know * 19. Information Toxicity * 20. Treat the Patient, Not the Test * 21. It's Good To Be Knowledgeable, but It Is Necessary to Also Be Attentive to the Patient * 22. Consider Toxic Exposures * 23. Family History Is an Important Part of the Interview * 24. Rare Presentations of Common Events Are More Common Than Common Presentations of Rare Events * 25. Symptoms and Signs Have Important Significance: The Absence of Symptoms and Signs Is Not Always as Important as Their Presence * 26. Salutogenesis: The Production and Maintenance of Health * SECTION III MANAGEMENT * 27. Get to Know the Patient and Show Interest (the Patient Is a Person) * 28. Learn from Clinical Experience (but Not Too Much) * 29. Use the Placebo Response to Your Patient's Benefit * 30. Tell the Truth Whenever Possible * 31. Cognitive Function Is Relevant for All Areas of Medicine * 32. You Are Primarily Responsible for Caring for the Patient, Not the Family * 33. Denial of Illness and Disability Can Be Shared by the Patient, the Family, and the Doctor * 34. Consider the Context of Care * 35. Challenges to the Ability to Provide Humane Healthcare * 36. Do Not Confuse Etiology with Pathophysiology * 37. Communicate with the Patient * 38. Be Attentive to Medications and Medication Errors * SECTION IV CRITICAL THINKING * 39. Think Deeply (Think Beyond the Obvious) * 40. How Often Do Rare Events Occur? * 41. Do Not Depend on Logic Alone * 42. Although Intuition Cannot Replace Evidence, It Can Be Valuable * 43. Should You Think Out of the Box? * 44. All Models Are Wrong * 45. Biomarkers Are Not the Disease Itself * 46. Absence of Evidence Is Not Evidence of Absence * 47. Being Wrong (at Times) Is OK * 48. Much of What We Know Is Wrong (So Don't Believe Everything You Read) * 49. Smart People Make Mistakes * 50. Fishing Expeditions May Be Productive * 51. Manifestations of Bias * 52. Experimenter Bias * 53. Bias of the Lost Actors * 54. Being Smart Is Not Enough * 55. Don't Be Afraid of Your Imagination * 56. Do Not Assume That Your Ideas Are Not Novel and Important Just Because They Appear To Be Obvious * 57. Consider the Evolutionary Aspects of Disease * SECTION V PERSONAL AND CAREER DEVELOPMENT * 58. Live in "Day-Tight Compartments" * 59. Learn How To Learn and Enhance Your Learning Capacity * 60. Find Out Where You Find Meaning * 61. Search for Your Passion and Follow It (Gnaw Your Own Bone) * 62. Learn to Critically Read the Literature * 63. We Are All Neurologists * 64. Neurology and Cardiology (Etc.) Don't Exist * 65. Do Not Respect Boundaries, Be a Trespasser * 66. Be Grateful * 67. Look Beyond the Easiest Options and Pursue the Best Resources Possible * 68. Focus, but Not Too Much * 69. Be Persistent and Tenacious * 70. Do Not Be Intimidated by Accomplished Persons in Medicine and Science * 71. Accept the Help of Others * 72. Pay Attention to Your Own Health and Learn How To Deal with Stress * 73. Learn from the History of Medicine and Science * 74. Recognize Your Intellectual Ancestors * 75. You Are an Educator- That's One of Your Most Important Responsibilities * 76. Learn To Be a Salesperson * 77. Learn How To Learn from Bad Example * 78. Remember Pierre Curie, Carl Wernicke, and Others * SECTION VI DISCOVERY * 79. What Is Science? * 80. No Single Theory Ever Agrees with All the Facts * 81. There Is Only One Kind of Science, and That Is the Study of Everything with All Possible Methods * 82. It's Good To Be First, but It Is Not Necessary * 83. You Don't Need To Be Brilliant To Be a Researcher * 84. Appreciate a Diversity of Approaches * 85. Why Think When You Can Experiment? * 86. Judge Every Project by Asking "What Difference Will It Make To Know the Answer?" * 87. What Is Important in Research * 88. Do Not Be Obsessed with Technology and Methods * 89. Pay Attention to Study Design, Data Analysis, and Statistics * 90. Be Aware of (Beware of ) Statistics and Data Torturing * 91. Pay Attention to the Assumptions of Diagnostic Testing and Research Evaluations * 92. It Is Possible To Be Productive from a Distance * 93. You Can Make Contributions as a Clinician Without a Laboratory * SECTION VII ETHICS * 94. Never Whisper in the Presence of Wrong * 95. You Are Responsible for Your Actions; You Cannot Let Others Take Responsibility for You * 96. The Need To Believe in the Guilty Victim * 97. Compassion Is Part of Our Fundamental Nature * 98. The Myth of Progress * 99. Don't Be Ageist
* SECTION I DOCTOR- PATIENT INTERACTIONS * 1. The World Is Too Complex To Perceive Directly * 2. The Key Factor Which Determines What We Perceive Is Our Attention and How It Is Focused * 3. Which Is Older, Stories or Books? * 4. Be Fierce, Nurture an Intense and Ferocious Aggressiveness in the Pursuit of Your Learning and the Benefit of Your Patients * 5. "Listen to Your Patient, He Is Telling You the Diagnosis" * 6. Be a Good Observer * 7. Consider the Patient's Experience * 8. Learn from Your Patients * 9. Intellectualization Limits Your Compassion * 10. Key Elements of the Patient Visit: The Interview and Deep Listening * 11. Words Influence Thought * 12. The Physical Exam * 13. Touch Is Important * 14. Be Prepared for the Unexpected * SECTION II DIAGNOSIS AND EVALUATION * 15. The Fundamental Three- Step Approach to Diagnosis * 16. A Mnemonic for Etiologies, VITAMINS ABCD * 17. Investigations * 18. Don't Be Afraid To Say You Don't Know * 19. Information Toxicity * 20. Treat the Patient, Not the Test * 21. It's Good To Be Knowledgeable, but It Is Necessary to Also Be Attentive to the Patient * 22. Consider Toxic Exposures * 23. Family History Is an Important Part of the Interview * 24. Rare Presentations of Common Events Are More Common Than Common Presentations of Rare Events * 25. Symptoms and Signs Have Important Significance: The Absence of Symptoms and Signs Is Not Always as Important as Their Presence * 26. Salutogenesis: The Production and Maintenance of Health * SECTION III MANAGEMENT * 27. Get to Know the Patient and Show Interest (the Patient Is a Person) * 28. Learn from Clinical Experience (but Not Too Much) * 29. Use the Placebo Response to Your Patient's Benefit * 30. Tell the Truth Whenever Possible * 31. Cognitive Function Is Relevant for All Areas of Medicine * 32. You Are Primarily Responsible for Caring for the Patient, Not the Family * 33. Denial of Illness and Disability Can Be Shared by the Patient, the Family, and the Doctor * 34. Consider the Context of Care * 35. Challenges to the Ability to Provide Humane Healthcare * 36. Do Not Confuse Etiology with Pathophysiology * 37. Communicate with the Patient * 38. Be Attentive to Medications and Medication Errors * SECTION IV CRITICAL THINKING * 39. Think Deeply (Think Beyond the Obvious) * 40. How Often Do Rare Events Occur? * 41. Do Not Depend on Logic Alone * 42. Although Intuition Cannot Replace Evidence, It Can Be Valuable * 43. Should You Think Out of the Box? * 44. All Models Are Wrong * 45. Biomarkers Are Not the Disease Itself * 46. Absence of Evidence Is Not Evidence of Absence * 47. Being Wrong (at Times) Is OK * 48. Much of What We Know Is Wrong (So Don't Believe Everything You Read) * 49. Smart People Make Mistakes * 50. Fishing Expeditions May Be Productive * 51. Manifestations of Bias * 52. Experimenter Bias * 53. Bias of the Lost Actors * 54. Being Smart Is Not Enough * 55. Don't Be Afraid of Your Imagination * 56. Do Not Assume That Your Ideas Are Not Novel and Important Just Because They Appear To Be Obvious * 57. Consider the Evolutionary Aspects of Disease * SECTION V PERSONAL AND CAREER DEVELOPMENT * 58. Live in "Day-Tight Compartments" * 59. Learn How To Learn and Enhance Your Learning Capacity * 60. Find Out Where You Find Meaning * 61. Search for Your Passion and Follow It (Gnaw Your Own Bone) * 62. Learn to Critically Read the Literature * 63. We Are All Neurologists * 64. Neurology and Cardiology (Etc.) Don't Exist * 65. Do Not Respect Boundaries, Be a Trespasser * 66. Be Grateful * 67. Look Beyond the Easiest Options and Pursue the Best Resources Possible * 68. Focus, but Not Too Much * 69. Be Persistent and Tenacious * 70. Do Not Be Intimidated by Accomplished Persons in Medicine and Science * 71. Accept the Help of Others * 72. Pay Attention to Your Own Health and Learn How To Deal with Stress * 73. Learn from the History of Medicine and Science * 74. Recognize Your Intellectual Ancestors * 75. You Are an Educator- That's One of Your Most Important Responsibilities * 76. Learn To Be a Salesperson * 77. Learn How To Learn from Bad Example * 78. Remember Pierre Curie, Carl Wernicke, and Others * SECTION VI DISCOVERY * 79. What Is Science? * 80. No Single Theory Ever Agrees with All the Facts * 81. There Is Only One Kind of Science, and That Is the Study of Everything with All Possible Methods * 82. It's Good To Be First, but It Is Not Necessary * 83. You Don't Need To Be Brilliant To Be a Researcher * 84. Appreciate a Diversity of Approaches * 85. Why Think When You Can Experiment? * 86. Judge Every Project by Asking "What Difference Will It Make To Know the Answer?" * 87. What Is Important in Research * 88. Do Not Be Obsessed with Technology and Methods * 89. Pay Attention to Study Design, Data Analysis, and Statistics * 90. Be Aware of (Beware of ) Statistics and Data Torturing * 91. Pay Attention to the Assumptions of Diagnostic Testing and Research Evaluations * 92. It Is Possible To Be Productive from a Distance * 93. You Can Make Contributions as a Clinician Without a Laboratory * SECTION VII ETHICS * 94. Never Whisper in the Presence of Wrong * 95. You Are Responsible for Your Actions; You Cannot Let Others Take Responsibility for You * 96. The Need To Believe in the Guilty Victim * 97. Compassion Is Part of Our Fundamental Nature * 98. The Myth of Progress * 99. Don't Be Ageist
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