ResusLogix | Self-Directed Learning (SDL)
This curriculum serves as the foundational self-education framework for the ResusLogix Medical Intelligence (MEDINT-SDL) program, a scholarly framework dedicated to pioneering the domain of Medical Intelligence. By integrating principles from intelligence psychology, naturalistic decision-making, cognitive task analysis, and resilience engineering, this course equips researchers and clinicians with the analytical tools required to decode and optimize acute clinical decision-making under high uncertainty.
How to Engage (The CODE Method):
| Lesson | Topic & Reading Assignment | Source Material |
|---|---|---|
| Lesson 1 |
Psychology of Intelligence Analysis
📖 Preface, Intro, & Ch. 1–2 (Mental Models & Perception)
|
Psychology of Intelligence Analysis ↗ |
| Lesson 2 |
Perception, mental models, bias
📖 Ch. 3–5 (Memory, Biases, & Cognitive Toolsets)
|
Psychology of Intelligence Analysis ↗ |
| Lesson 3 |
Hypothesis generation, evidence evaluation, uncertainty
📖 Ch. 8 (ACH) & Ch. 11 (Expressing Uncertainty)
|
Psychology of Intelligence Analysis ↗ |
| Lesson 4 |
Attention, perception, working memory, reasoning
📖 OpenStax Ch. 7 (Thinking) & Ch. 8 (Memory)
|
OpenStax Psychology ↗ |
| Lesson 5 |
Decision-making, judgment, cognitive bias
📖 Noba Module: Judgement and Decision Making
|
Noba Project ↗ |
| Lesson 6 |
Expertise, emotion, naturalistic decision-making
📖 Noba Module: Bounded Rationality & Expertise
|
Noba Project ↗ |
| Lesson 7 |
Experimental methods, observation
📖 OpenStax Ch. 2 (Psychological Research Methods)
|
OpenStax Psychology ↗ |
| Lesson | Topic & Reading Assignment | Source Material |
|---|---|---|
| Lesson 8 |
Open University — Conducting Qualitative Interviews
📖 Course Intro & Unit 1 (Qualitative Foundations)
|
The Open University ↗ |
| Lesson 9 |
Question construction, interview preparation
📖 Unit 2 (Designing Semi-Structured Guides)
|
The Open University ↗ |
| Lesson 10 |
Elicitation, active listening, follow-up questioning
📖 Clean Questions CTA Guide (NDM Network PDF)
|
NDM Network ↗ |
| Lesson 11 |
Ethics, consent, field notes, data management
📖 Unit 3 (Ethical Protocols & Data Management)
|
The Open University ↗ |
| Lesson 12 |
Gary Klein — CTA foundations
📖 IHMC CTA Manual: Ch. 1 (Introduction to CTA)
|
IHMC Manual ↗ |
| Lesson 13 |
Knowledge elicitation
📖 IHMC CTA Manual: Ch. 2 (Elicitation Techniques)
|
IHMC Manual ↗ |
| Lesson 14 |
Critical decision method
📖 IHMC CTA Manual: Ch. 3 (Critical Decision Method Probes)
|
IHMC Manual ↗ |
| Lesson 15 |
Expert knowledge / tacit knowledge
📖 NDM Network: Extracting Tacit Clinical Knowledge
|
NDM Network ↗ |
| Lesson 16 |
Cognitive modeling
📖 IHMC CTA Manual: Ch. 4 (Representing Cognitive Work)
|
IHMC Manual ↗ |
| Lesson | Topic & Reading Assignment | Source Material |
|---|---|---|
| Lesson 17 |
AHRQ TeamSTEPPS 3.0
📖 Module 1: Curriculum Overview & Team Structure
|
AHRQ ↗ |
| Lesson 18 |
Communication
📖 Module 2: Communication Tools (SBAR, Call-Out, Check-Back)
|
AHRQ ↗ |
| Lesson 19 |
Team leadership
📖 Module 3: Leadership (Briefs, Huddles, Debriefs)
|
AHRQ ↗ |
| Lesson 20 |
Situation monitoring / shared mental models
📖 Module 4: Situation Monitoring (STEP & Cross-Monitoring)
|
AHRQ ↗ |
| Lesson 21 |
Mutual support
📖 Module 5: Mutual Support (Two-Challenge Rule & CUS)
|
AHRQ ↗ |
| Lesson 22 |
Human error
📖 AHRQ PSNet Primer: Human Error Theory
|
AHRQ PSNet ↗ |
| Lesson 23 |
Human-system interaction
📖 AHRQ PSNet Primer: Systems Human Factors
|
AHRQ PSNet ↗ |
| Lesson 24 |
Work-as-imagined vs work-as-done
📖 NHS Safety-II White Paper: Section 1 (WAI vs. WAD)
|
NHS Safety-II White Paper ↗ |
| Lesson 25 |
Resilience engineering / Safety-II
📖 NHS Safety-II White Paper: Section 2 (Resilience Principles)
|
NHS Safety-II White Paper ↗ |
| Lesson 26 |
Cognitive workload / environmental factors
📖 AHRQ PSNet Primer: Cognitive Workload in Acute Care
|
AHRQ PSNet ↗ |
| Lesson 27 |
System design / performance variability
📖 NHS Safety-II White Paper: Section 3 (Managing Variability)
|
NHS Safety-II White Paper ↗ |
| Lesson 28 |
IHI CPHFH curriculum — Assess & Analyze
📖 IHI CPHFH Module 1: Hazard Assessment
|
Institute for Healthcare Improvement ↗ |
| Lesson 29 |
CPHFH — Design
📖 IHI CPHFH Module 2: Safe System Design
|
Institute for Healthcare Improvement ↗ |
| Lesson 30 |
CPHFH — Improve & Monitor
📖 IHI CPHFH Module 3: Continuous Monitoring
|
Institute for Healthcare Improvement ↗ |
| Lesson | Topic & Reading Assignment | Source Material |
|---|---|---|
| Lesson 31 |
Research questions / study design
📖 BMC Methodology: Designing Qualitative Healthcare Studies
|
BMC Medical Research Methodology ↗ |
| Lesson 32 |
Sampling / interviewing / observation
📖 BMC Methodology: Sampling Strategies in Field Research
|
BMC Medical Research Methodology ↗ |
| Lesson 33 |
Coding / qualitative analysis
📖 BMC Methodology: Rigorous Qualitative Coding Protocols
|
BMC Medical Research Methodology ↗ |
| Lesson 34 |
Thematic analysis
📖 BMC Methodology: Braun & Clarke Thematic Framework
|
BMC Medical Research Methodology ↗ |
| Lesson 35 |
Mixed-methods research
📖 BMC Methodology: Mixed-Methods Integration
|
BMC Medical Research Methodology ↗ |
| Lesson 36 |
Research rigor / reliability / validity
📖 COREQ Checklist Guidelines (BMC)
|
BMC Medical Research Methodology ↗ |
| Lesson 37 |
Experimental design
📖 BMC Methodology: Observational & Quasi-Experimental Design
|
BMC Medical Research Methodology ↗ |
| Lesson 38 |
Observational study design
📖 BMC Methodology: Field Observation Protocols
|
BMC Medical Research Methodology ↗ |
| Lesson 39 |
IRB / ethics / data management
📖 BMC Methodology: Data Management & Ethics Compliance
|
BMC Medical Research Methodology ↗ |
| Lesson | Topic & Reading Assignment | Source Material |
|---|---|---|
| Lesson 40 |
Pilot cognitive interview
📖 Field Execution: Run N=1 Trial CTA Interview
|
NDM Network ↗ |
| Lesson 41 |
Pilot CTA / team-cognition analysis
📖 Field Execution: Apply CDM Probes to Pilot Data
|
IHMC Manual ↗ |
| Lesson 42 |
Analyze pilot data
📖 Field Execution: Conduct Thematic Analysis on Transcripts
|
BMC Medical Research Methodology ↗ |