Faculty Presentations Faculty Presentations: Kristen A. Sethares

Reflection on Cognitive Biases when Considering Evidence in a Research Course: A Learning Activity

Full list of poster authors

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Conference where poster was previously displayed 

St Anselm’s Nurse Educator conference 

Poster abstract

Background

Reflection is an active metacognitive process of learning through thinking about experiences within the context of one's current knowledge, beliefs, and skills (Asselin, 2011; Asselin & Cullen, 2011). Metacognition, the higher-order process of understanding one’s own thinking and learning, has been consistently linked to better academic performance (Ergen & Kanadli, 2017). Cognitive biases are natural results of the brain processing received inputs to develop patterns to enable quicker decision making (King, 2021). However, difficulties with biases include distortions in judgement or ability to objectively analyze evidence for practice. The ability to recognize cognitive biases and the role they play in evaluating research evidence is an important skill for nursing students who want to apply evidence to their practice. 

Methods

A metacognitive learning strategy that caused doctoral students to reflect on cognitive biases was implemented over two years in one nursing PhD program. Students were given a series of questions to consider prior to completing weekly readings. A reading given at the beginning of the semester outlined types of cognitive biases and methods to critically read a research report (King, 2021). These biases were reviewed and discussed in the first class and reinforced throughout the semester. Questions in the syllabus guided student’s thinking about their own biases as they completed weekly readings. 

Outcomes

Weekly, cognitive bias questions were reviewed prior to discussion of assigned readings. Students reported that they experienced most of the forms of bias described in the article: confirmation bias, anchoring bias, plausibility bias and attentional bias. During class discussion evidence of bias was also present and brought to the attention of students and faculty when it occurred in discussions. Qualitative feedback from students at the end of the semester supported the positive effects of this continuous learning activity on the student’s ability to recognize their own biases when interpreting the results of research studies. Students reported they would consider these biases in their own research and writing in the future.  

Recommendations

Nursing students should consider biases that may affect their decision making when considering evidence for practice. Students at all levels of education are required to use evidence in practice to provide high quality patient care. A metacognitive activity that includes a series of questions designed to cause students to reflect more deeply on assumptions and biases was easy to use and effective in guiding thinking about the research students were reading. Reflection on biases made a richer discussion each week as students and faculty processed their own thoughts on research content in the class.