Reframing Clinical Reasoning in Radiology through Dual Process Theory in Medical Education.

Paola Ceciliana Añazco Moreira; Andy Hermógenes Luque Loor; Ariel Melis Sosa; José André Cedeño Orejuela

Reframing Clinical Reasoning in Radiology through Dual Process Theory in Medical Education.

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Authors

Paola Ceciliana Añazco Moreira Docente de la Carrera de Medicina, Universidad San Gregorio de Portoviejo, Ecuador https://orcid.org/0009-0001-7499-6141
Andy Hermógenes Luque Loor Docente de la Carrera de Medicina, Universidad San Gregorio de Portoviejo, Ecuador https://orcid.org/0000-0002-0381-3838
Ariel Melis Sosa Docente de la Carrera de Medicina, Universidad San Gregorio de Portoviejo, Ecuador https://orcid.org/0009-0009-0671-2723
José André Cedeño Orejuela Docente de la Carrera de Medicina, Universidad San Gregorio de Portoviejo, Ecuador - Docente de Posgrado en Maestría en Docencia en Ciencias de la Salud, Universidad Iberoamericana del Ecuador https://orcid.org/0009-0000-4754-0643

Keywords: Dual Process Theory, Clinical Reasoning, Radiology, Medical Education

Abstract

The growing demands of clinical reasoning in medical education highlight the need for cognitive frameworks that explain decision-making under uncertainty. Dual Process Theory (DPT), which distinguishes between intuitive (System 1) and analytical (System 2) reasoning, provides a valuable model for understanding diagnostic processes. However, its integration into medical training remains insufficiently structured, limiting its potential to improve diagnostic accuracy and reduce cognitive errors.

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References

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Published

12-06-2026

How to Cite

Añazco Moreira, P. C., Luque Loor, A. H., Melis Sosa, A., & Cedeño Orejuela, J. A. (2026). Reframing Clinical Reasoning in Radiology through Dual Process Theory in Medical Education. Spanish Journal of Medical Education, 7(4). Retrieved from https://revistas.um.es/edumed/article/view/720731

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Vol. 7 No. 4 (2026): Spanish Journal of Medical Education

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