Slowing down when you should: a new model of expert judgment.
about
Educating medical students in the era of ubiquitous informationA 43-year-old woman with abdominal pain and fever.A realist review of educational interventions to improve the delivery of nutrition care by doctors and future doctors.Exploring the divergence between self-assessment and self-monitoringDifferences between attendings' and fellows' perceptions of futile treatment in the intensive care unit at one academic health center: implications for training.Customisation of an instrument to assess anaesthesiologists' non-technical skills.How do gut feelings feature in tutorial dialogues on diagnostic reasoning in GP traineeship?Zen and the Art of Surgery: How to Make Johnny a SurgeonA 60-year-old woman with chorea and weight loss.Preparing to prescribe: How do clerkship students learn in the midst of complexity?A 76-year-old woman with diaphoresis and anxietyUsing reflection to influence practice: student perceptions of daily reflection in clinical education.Systems 1 and 2 thinking processes and cognitive reflection testing in medical students.Beyond the margins: reflective writing and development of reflective capacity in medical education.Twelve tips for teaching expertise in clinical reasoning.Review article: new directions in medical education related to anesthesiology and perioperative medicine.Influences on medical students' self-regulated learning after test completion.How could undergraduate education prepare new graduates to be safer prescribers?Assessing diagnostic reasoning: a consensus statement summarizing theory, practice, and future needs.Clinical decision making: how surgeons do it.Making decisions in emergency surgery.Cognitive debiasing 2: impediments to and strategies for change.Twelve tips on engaging learners in checking health care decisions.Prevention of bile duct injury: the case for incorporating educational theories of expertise.Reflective practice in speech-language pathology: a scoping review.Assessment of central venous catheterization in a simulated model using a motion-tracking device: an experimental validation study.Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review.Promoting clinical reasoning in general practice trainees: role of the clinical teacher.Avoiding premature closure and reaching diagnostic accuracy: some key predictive factors.What's in a Label? Is Diagnosis the Start or the End of Clinical Reasoning?Supporting in an existential crisis: A mixed-methods evaluation of a training model in palliative care.Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review.Monitoring and regulation of learning in medical education: the need for predictive cues.Exploring a New Simulation Approach to Improve Clinical Reasoning Teaching and Assessment: Randomized Trial Protocol.Improving diagnostic reasoning to improve patient safety.Teaching for Reducing Diagnostic Errors.What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.Accuracy of intuition in clinical decision-making among novice clinicians.Twelve tips for applying the science of learning to health professions education.An integrated model of clinical reasoning: dual-process theory of cognition and metacognition.
P2860
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P2860
Slowing down when you should: a new model of expert judgment.
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
2007年论文
@zh
2007年论文
@zh-cn
name
Slowing down when you should: a new model of expert judgment.
@en
type
label
Slowing down when you should: a new model of expert judgment.
@en
prefLabel
Slowing down when you should: a new model of expert judgment.
@en
P2093
P1433
P1476
Slowing down when you should: a new model of expert judgment.
@en
P2093
Carol-anne E Moulton
Helen M MacRae
Maria Mylopoulos
P304
P356
10.1097/ACM.0B013E3181405A76
P407
P433
P50
P577
2007-10-01T00:00:00Z