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BACKGROUND Medical students are often taught clinical reasoning implicitly, rather than through a formal curriculum. Like qualified health professionals, they engage in a wide range of information seeking and other practices as part of the clinical reasoning process. This increasingly includes seeking out information online and being informed by anecdotal information from social media or peer groups. The aim of this research was to investigate how anecdotes and icon arrays influenced the clinical reasoning process of medical students deciding to prescribe a hypothetical new drug. METHODS A cross-sectional survey design was used. The survey required participants to respond to six hypothetical clinical scenarios in which they were asked to prescribe a hypothetical drug “polypill” for a specific patient. The order of delivery of the six scenarios was randomised for each participant. In response to each scenario, participants indicated how effective they perceived each drug to be. The study received ethics approval from the University of Sydney Human Research Ethics Committee: Protocol No: 2019/001. All participants provided written informed consent before agreeing to participate in the study. RESULTS A total of 56 medical students fully completed the survey. Statistical analysis of the responses indicated that the icon array may be effective for highlighting how the polypill reduces CVD risk, reducing the impact of anecdotes on efficacy judgments. Without the icon array, both the positive and negative anecdotes made participants less willing to prescribe the polypill. CONCLUSIONS Medical student clinical reasoning processes appear to be influenced by anecdotal information and data visualisations. The extent of this influence is unclear, but there may be a need to actively educate students about the influence of these factors on their decision-making as they graduate into a world where they will be increasingly interacting with anecdotal information on social media and visualisations of electronic data.

This article aims to communicate insights from a collaboration between human-centered designers and social science researchers. We report the insights from Project RISE (Rituals to Improve Service-delivery and Empower health workers), which employed a complex systems approach to understanding Accredited Social Health Activists’ motivations and performance in Bihar, India. We describe the process of interdisciplinary integration between human-centered design and mixed-method social science research. We describe insights from each phase of Project RISE. In the Discover phase, we engaged in an expansive and inclusive ideation process informing the formulation of research questions and mixed methodology. Design-led synthesis transformed research findings into actionable, context-specific insights. In the Define phase, we integrated mixed methods rigor with the design process to identify opportunities instrumental in shaping the development of design drivers and solution concepts. We engaged in inclusive prototyping and open-source collaboration to prototype productive solutions in the Create phase. We detail the challenges encountered and the strategies to address them in each phase. Integrating human-centered design and social science research can tackle community health workers’ complex challenges and create more productive public health solutions.

IntroductionThe present systematic review investigates the psychological tools available for capturing high-stakes decisions involving life-death content and their psychometric properties. Valid measurement of these individual differences will provide crucial information in the personnel selection and training in fields where high-stakes moral issues exist (e.g., military, medicine). To our knowledge, this is the first systematic examination of such instruments.MethodsSystematic searches of 6 electronic databases were conducted according to the PRISMA guidelines. An appraisal tool evaluated the quality of identified measures. Twenty studies met pre-determined inclusion criteria. Moral decision-making was assessed with either a self-report scale (n = 3) or moral dilemmas (n = 17).ResultsThe findings identified two measures, the Defining Issues Test and the Oxford Utilitarianism Scale as psychometrically sound measures of moral decision-making. However, they are unlikely to be considered “gold standard” measures due to their theoretically specific, but limited, scope. Overall, the findings suggest that research in the area has been scattered. There is a lack of consensus on the definition of moral decision-making, and a lack of cross-validation on how different measures of moral decision-making relate to each other. This presents a gap between theory and empirical measurement in moral decision-making. Further work is needed for a unified conceptualization of moral decision-making to pave the way to both theory development and the development of well-validated measurement tools, and this review provides a critical foundation for both.

Abstract Background Children with neurodevelopmental disorders share common phenotypes, support needs and comorbidities. Such overlap suggests the value of transdiagnostic assessment pathways that contribute to knowledge about research and clinical needs of these children and their families. Despite this, large transdiagnostic data collection networks for neurodevelopmental disorders are not well developed. This paper describes the development of a nationally supported transdiagnostic clinical and research assessment protocol across Australia. The vision is to establish a harmonised network for data collection and collaboration that promotes transdiagnostic clinical practice and research. Methods Clinicians, researchers and community groups across Australia were consulted using surveys and national summits to identify assessment instruments and unmet needs. A national research committee was formed and, using a consensus approach, selected assessment instruments according to pre‐determined criteria to form a harmonised transdiagnostic assessment protocol. Results Identified assessment instruments were clustered into domains of transdiagnostic assessment needs, which included child functioning/quality of life, child mental health, caregiver mental health, and family background information. From this, the research committee identified a core set of nine measures and an extended set of 14 measures that capture these domains with potential for further modifications as recommended by clinicians, researchers and community members. Conclusion The protocol proposed here was established through a strong partnership between clinicians, researchers and the community. It will enable (i) consensus driven transdiagnostic clinical assessments for children with neurodevelopmental disorders, and (ii) research studies that will inform large transdiagnostic datasets across neurodevelopmental disorders and that can be used to inform research and policy beyond narrow diagnostic groups. The long‐term vision is to use this framework to facilitate collaboration across clinics to enable large‐scale data collection and research. Ultimately, the transdiagnostic assessment data can be used to inform practice and improve the lives of children with neurodevelopmental disorders and their families.

Abstract Background Memory retrieval is driven by similarity between a present situation and some prior experience, but not all similarity is created equal. Analogical retrieval, rooted in the similarity between two situations in their underlying structural relations, is often responsible for new insights and innovative solutions to problems. However, superficial similarity is instead more likely to drive spontaneous retrieval. How can we make analogical retrieval more likely? Inducing a relational mindset via an analogical reasoning task has previously been shown to boost subsequent relational thinking. In this paper, we examined whether inducing a relational mindset could also boost analogical retrieval. Results We find that a relational mindset can increase analogical retrieval if induced before information is encoded in the first place, amplifying the effect of a clearly labelled relational structure. On the other hand, inducing a relational mindset at the time of retrieval did not increase analogical retrieval. Conclusion This work further demonstrates the central importance of high-quality relational encoding for subsequent relation-based analogical retrieval, and that inducing a relational mindset can improve those encodings.

The many changes that occur in the lives of older people put them at an increased risk of being socially isolated and lonely. Intergenerational programs for older adults and young children can potentially address this shortfall, because of the perceived benefit from generations interacting. This study explores whether there is an appetite in the community for intergenerational programs for community dwelling older adults. An online survey was distributed via social media, research team networks, and snowballing recruitment with access provided via QR code or hyperlink. Semi-structured interviews were undertaken with potential participants of a pilot intergenerational program planned for the Eastern Suburbs of Sydney, Australia in 2020. The interviews were thematically analyzed. Over 250 people completed the survey, and 21 interviews took place with older adults (10) and parents of young children (11). The data showed that participants were all in favor of intergenerational programs, but there were different perceptions about who benefits most and how. The study highlighted considerations to be addressed in the development of effective and sustainable intergenerational programs. For example, accessing people in the community who are most socially isolated and lonely was identified as a primary challenge. More evidence-based research is needed to support involvement of different cohorts, such as those who are frail, or living with physical or cognitive limitations.

Two experiments were used to investigate the influence of both native and non-native speech on the categorization of a set of an object’s motions by 9-month-olds. In Experiment 1, infants were habituated to a set of three object motions and tested with familiar and novel motions. Results of Experiment 1 show that infants were more likely to categorize the motion stimuli if they listened to either the native or non-native speech during the categorization process than if they listened to music or heard nothing at all. Results of Experiment 2 show that discrimination of the motions was not impaired by the presence of the labeling phrases. These results are consistent with a number of findings that report a unique influence of labels on categorization of static objects in infancy and extend those findings to categorization of motions.

Markman & Stilwell (2001) argued that many natural categories name roles in relational systems, and so they are role-governed categories. This view predicts instantiating a novel relational structure licenses the creation of novel role-governed categories. This paper supports this claim and helps to specify the mechanisms underlying this licensing. Event-related potentials (ERP’s) were recorded while participants read passages of text. Participants instantiated novel relational representations by interpreting novel verbs derived from nouns during reading. Sentences later, comprehension of novel role terms derived from the novel verb was facilitated relative to a control condition where the novel verb was paraphrased using the root noun in its familiar form. This comprehension facilitation was marked by a reduced negativity elicited from the role term in the Novel Verb condition relative to the Paraphrase from 400-500 ms post-stimulus-onset. This relative difference in negativity is consistent with both the N400, which is a marker of semantic integration, and the Nref effect, which reflects the working memory load required to resolve reference. Additionally, because this increased negativity persisted until 670 ms post-stimulus-onset, and not that the Paraphrase condition elicited an increased positivity (i.e., the P600), we ruled out that the licensing effect is rooted in morphosyntactic processes.