Browsing by Author "Witheridge, Annamaria"

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    C-IEDD metacognitive requisite ratings
    (Cranfield University, 2021-10-06 10:26) Smy, Victoria; Witheridge, Annamaria; Clewley, Natalie; Dodd, Lorraine
    Red/amber/green (RAG) analysis of metacognitive requisites at key decision points throughout a challenging counter-improvised explosive device disposal incident.
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    Eliciting expert knowledge to inform training design
    (Association for Computing Machinery (ACM), 2019-09-10) Clewley, Natalie; Dodd, Lorraine; Smy, Victoria; Witheridge, Annamaria; Louvieris, Panos
    To determine the elicitation methodologies best placed to uncover and capture the expert operator’s reflective cognitive judgements in complex and dynamic military operating environments (e.g., explosive ordinance disposal) in order to develop the specification for a reflective eXplainable Artificial Intelligence (XAI) agent to support the training of domain novices. Approach: A bounded literature review of the latest developments in expert knowledge elicitation was undertaken to determine the ’art-of-the-possible’ in respects to uncovering an expert’s cognitive judgements in complex and dynamic environments. Candidate methodologies were systematically and critically reviewed in order to identify the most promising methodologies for uncovering expert situational awareness and metacognitive evaluations in pursuit of actionable threat mitigation strategies in high-risk contexts. Research outputs are synthesized into an interview protocol for eliciting and understanding the in-situ actions and decisions of experts in high-risk, complex operating environments. Practical implications: Trainees entering high-risk operating environments can benefit from exposure to expert reflective strategies whilst learning the trade. Typical operator training focuses on technical aspects of threat mitigation but often overlooks reflective self-evaluation. The present study represents an initial step towards determining the feasibility of designing a reflective XAI agent to augment the performance of trainees entering high-risk operations. Outputs of the expert knowledge elicitation protocol documented here shall be used to refine a theoretical framework of expert operator judgement, in order to determine decision support strategies of benefit to domain novices.
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    Fourth-year medical students’ experiences of diagnostic consultations in a simulated primary care setting
    (International Journal of Medical Education, 2019-08-29) Witheridge, Annamaria; Ferns, Gordon; Scott-Smith, Wesley
    Objectives: The aim was to explore the experiences of fourth-year medical students of diagnostic consultations in a simulated primary care setting, in order to gain an insight into the suitability of such simulated consultations for assessing the diagnostic reasoning skills of medical students. Methods: This single-centre study employed a qualitative, cross-sectional design. Twelve fourth-year medical students volunteered to be filmed across 21 simulated, primary care consultations. The setting closely resembled OSCE stations, with a clinician present at each station monitoring the students’ performance using a station-checklist. Upon completion of each station, participants reflected on their experiences using video-stimulated recall. Interviews were transcribed and analysed using Interpretative Phenomenological Analysis. Results: The simulated scenarios were often perceived to have limited fidelity with predictable outcomes. At times, preoccupation with the assessment checklist meant that students were more likely to focus on asking questions than interpreting the information they were gaining. Some students felt scrutinized during the consultations, while others struggled to adapt to the time pressure. Overall, the artificial setting seemed to promote a reductionist diagnostic approach and an attitude of ‘ticking boxes’ rather than engaging in active diagnostic reasoning. Conclusions: The present findings call into question the assumption that observation-based assessment of the performance of medical students during simulated consultations can be reliably used to assess their diagnostic skills. Future studies need to explore how current assessment modalities could be better adapted to facilitate active engagement in diagnostic reasoning.