Elsevier

The Lancet

Volume 376, Issue 9751, 30 October–5 November 2010, Pages 1510-1511
The Lancet

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Does instant access to compiled information undermine clinical cognition?

https://doi.org/10.1016/S0140-6736(10)60895-1Get rights and content

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Cited by (7)

  • Handing over patient care: Is it just the old broken telephone game?

    2011, Journal of Surgical Education
    Citation Excerpt :

    The potential reasons behind such a predominant effect with the IP method are unclear and could be complex. We can speculate that novices may have less developed mental frameworks (the building blocks of memory)29 to receive and process information through tech-enhanced methods as opposed to information received through direct in-person communication; this may be secondary to young minds being accustomed to the availability of instant access information associated with technology, a phenomenon that has been suggested to undermine clinical cognition and lead to learning only the minimum.30 In fact, if one does not have access to the “memory aids” (replaying the video or printing out the hand off e-mail) associated with tech-enhanced delivery methods, or if mental frameworks for a particular task at hand (ie, a hand off) are not adequately developed, working memory will likely fail.29

  • Focused search and retrieval: The impact of technology on our brains

    2012, Journal of Continuing Education in the Health Professions
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