Skip to main content

Error Orientation in the Context of Intuitive and Competent Behaviour: Results of an Exploratory Study in the Domain of Emergency Medicine

  • Chapter
  • First Online:
Human Fallibility

Part of the book series: Professional and Practice-based Learning ((PPBL,volume 6))

Abstract

This contribution describes an empirical study on the role of emergency physicians’ individual error orientation in the context of intuitive and competent behaviour. It is a special characteristic of the domain of emergency medicine in which physicians have to competently deal with an emergency situation. If they approach an accident, it is usually not possible to oversee the entire situation, nor is it possible to deeply analyse patients’ history. It is instead necessary that physicians cope with an accident intuitively in the sense that they just do the appropriate things without deliberatively reflecting and balancing options. One major advantage of intuitive acting in contrast to the rational consideration of a situation is shaped by the rapidity of intuitive behaviour, which is enabled by the absence of conscious thoughts (Hogarth, Educating Intuition. The University of Chicago Press, Chicago/London, 2001) and an extensive use of implicit knowledge acquired through practical experience (Myers, Intuition. Its powers and perils. Yale University Press, New Haven, 2002; Dreyfus & Dreyfus, Mind over machine. Macmillan, Free Press, New York, 1986). This study explores whether error orientation as individual attitude towards errors influences emergency physicians’ intuitive behaviour and the quality of their casework on simulated emergency situations.

The performance of N = 30 physicians with varying working experience was gathered in a simulation experiment using computer controlled patient mannequins. Stimulated recall interviews revealed the number of decisions during the casework. Error orientation was measured by using the error orientation questionnaire (EOQ). The role of error orientation was investigated on the basis of simple and multiple regression analyses.

The results show that the extent to which the emergency physicians show intuitive and competent behaviour depends on their work experience. These dependencies are influenced significantly through the moderator variable, which is the emotional handling of errors. Emergency physicians with less anxious orientation towards errors are more likely to make intuitive decisions during the medication of an emergency case and to perform better.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage Publications.

    Google Scholar 

  • Baron, R. M., & Kenney, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.

    Article  Google Scholar 

  • Biederman, I., & Shiffar, M. M. (1987). Sexing day-old chicks. Journal of Experimental Psychology. Learning, Memory, and Cognition, 13, 640–645.

    Article  Google Scholar 

  • Bloom, B. (1954). The thought process of students in discussion. In S. J. French (Ed.), Accent on teaching: Experiments in general education (pp. 23–46). New York: Harper.

    Google Scholar 

  • Boshuizen, H. P. A., Bromme, R., & Gruber, H. (2004). Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht, the Netherlands: Kluwer Academic Publishing.

    Book  Google Scholar 

  • Cannon, M. D., & Edmondson, A. C. (2005). Failing to learn and learning to fail (intelligently). How great organisations put failure to work to improve and innovate. Long Range Planning, 38, 299–319.

    Article  Google Scholar 

  • Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81.

    Article  Google Scholar 

  • Csikszentmihalyi, M. (1990). Flow. The psychology of optimal experience. New York: Harper and Row.

    Google Scholar 

  • Dreyfus, H. L. (1997). Intuitive, deliberative, and calculative models of expert performance. In C. E. Zsambok & G. Klein (Eds.), Naturalistic decision making (pp. 17–28). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine. New York: Macmillan, Free Press.

    Google Scholar 

  • Easen, P., & Wilcockson, J. (1996). Intuition and rational decision-making in professional thinking: A false dichotomy? Journal of Advanced Nursing, 24, 667–673.

    Article  Google Scholar 

  • Ericsson, K. A. (1985). Memory skill. Canadian Journal of Psychology, 39, 188–231.

    Article  Google Scholar 

  • Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hofman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683–703). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Gigerenzer, G. (2007). Gut feelings, the intelligence of the unconscious and the power of intuition. New York: Viking.

    Google Scholar 

  • Greenhalgh, T. (2002). Intuition and evidence – Uneasy bedfellows? British Journal of General Practice, 52, 395–400.

    Google Scholar 

  • Gruber, H., & Rehrl, M. (2003). Bedingungen zur Stimulation von Kompetenzentwicklung [Conditions for stimulating competence development]. In Bundesinstitut für Berufsbildung (Ed.), Berufsbildung für eine globale Gesellschaft. Perspektiven im 21. Jahrhundert, Dokumentation 4. BIBB-Fachkongress 2002 (pp. 1–12). Berlin: Bundesinstitut für Berufsbildung.

    Google Scholar 

  • Gruber, H., & Renkl, A. (2000). Die Kluft zwischen Wissen und Handeln. Das Problem des trägen Wissens [The gap between knowing and acting. The problem of inert knowledge]. In G. H. Neuweg (Ed.), Wissen – Können – Reflexion. Ausgewählte Verhältnisbestimmungen (pp. 155–174). Innsbruck, Austria: Studienverlag.

    Google Scholar 

  • Harteis, C., Koch, T., & Morgenthaler, B. (2008). How intuition contributes to high performance: An educational perspective. US-China Education Review, 5(1), 68–80.

    Google Scholar 

  • Hogarth, R. M. (2001). Educating intuition. Chicago/London: The University of Chicago Press.

    Google Scholar 

  • Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology, 90, 677–691.

    Google Scholar 

  • Kipfmüller, S., Gartmeier, M., Heid, H., & Gruber, H. (2007). Reflection on mistakes in the workplace. Conference paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

    Google Scholar 

  • Klein, G. (2003). Intuition at work. Why developing your gut instincts will make you better at what you do. New York: Doubleday.

    Google Scholar 

  • Kolodner, J. (1993). Case-based reasoning. San Mateo, CA: Kaufmann.

    Google Scholar 

  • Mannebach, H. (2001). Reflexionen über den “Guten Arzt” [Reflections on the good physician]. Zeitschrift für Gesundheitswissenschaften, 9(1), 85–94.

    Google Scholar 

  • McGrath, R. G. (1999). Falling forward: Real options reasoning and entrepreneurial failure. Academy of Management Review, 24(1), 13–30.

    Article  Google Scholar 

  • Myers, D. G. (2002). Intuition. Its powers and perils. New Haven, CT: Yale University Press.

    Google Scholar 

  • Oser, F. (1999). Fehlerwelten: vom Fehlermachen und Lernen aus Fehlern [Error-worlds: About making errors and learning from errors]. Leverkusen, Germany: Leske+Budrich.

    Google Scholar 

  • Patel, V. L., Arocha, J. F., & Kaufman, D. R. (1999). Expertise and tacit knowledge in medicine. In R. J. Sternberg & J. A. Horvath (Eds.), Tacit knowledge in professional practice – Researcher and practitioner perspectives (pp. 75–99). London: Lawrence Erlbaum Associates.

    Google Scholar 

  • Politis, D., & Gabrielsson, J. (2007). Entrepreneurs’ attitudes towards failure – An experiential learning approach. Frontiers of Entrepreneurship Research 2007. Wellesley, MA: Babson College.

    Google Scholar 

  • Quirk, M. (2006). Intuition and metacognition in medical education: Keys to developing expertise. New York: Springer.

    Google Scholar 

  • Rybowiak, V., Garst, H., Frese, M., & Batinic, B. (1999). Error orientation questionnaire (EOQ): Reliability, validity, and different language equivalence. Journal of Organisational Behavior, 20, 527–547.

    Article  Google Scholar 

  • Sayegh, L., Anthony, W. P., & Perrewé, P. L. (2004). Managerial decision-making under crisis: The role of emotion in an intuitive decision process. Human Resource Management Review, 14(2), 179–199.

    Article  Google Scholar 

  • Schmidt, H. G., Norman, G. R., & Boshuizen, H. P. A. (1990). A cognitive perspective on medical expertise: Theory and implications. Academic Medicine, 65, 611–621.

    Article  Google Scholar 

  • Sloman, S. A. (2002). Two systems of reasoning. In T. Gilovich, D. Griffin, & D. Kahneman (Eds.), Heuristics and biases (pp. 379–396). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Urban, D., & Mayerl, J. (2008). Regressionsanalyse: Theorie, Technik und Anwendung [Regression analysis: Theory, technique and application]. Wiesbaden, Germany: Verlag für Sozialwissenschaften.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Christian Harteis Ph.D. .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Harteis, C., Frost, F. (2012). Error Orientation in the Context of Intuitive and Competent Behaviour: Results of an Exploratory Study in the Domain of Emergency Medicine. In: Bauer, J., Harteis, C. (eds) Human Fallibility. Professional and Practice-based Learning, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3941-5_9

Download citation

Publish with us

Policies and ethics