Medical Trainees’ Epistemological Beliefs and Their Cognitive Flexibility

Abstract

In this chapter, we test three propositions: (1) The beliefs medical trainees hold about knowledge and knowing consist of different dimensions, which are stable across different medical domains. (2) Sophisticated beliefs lead to higher levels of cognitive flexibility (CF). (3) In order to foster CF in medical trainees, medical curricula should be revised to encourage trainees to reflect upon the structure and certainty of knowledge. Different methods were used to elaborate upon the three propositions. A questionnaire was developed to identify and measure medical trainees’ EB both in the domain of urogenital and of the musculoskeletal tract (n  =  363). In order to unravel the link between the epistemological beliefs (EB) and cognitive flexibility of the medical trainees (n  =  117), we explored to what extent medical trainees with more sophisticated EB performed better in the modules (knowledge test, objective-structured clinical examination (OSCE), and semi-structured oral examination) of the certification examination for general practitioners (GPs) in Flanders (Dutch-speaking part of Belgium). An explanation for the findings was sought in the international definitions of general practice and in existing educational agendas.