Helping students learn to think like experts when solving clinical problems.
about
The role of strategy and redundancy in diagnostic reasoningThe impact of two multiple-choice question formats on the problem-solving strategies used by novices and expertsDeveloping an educational scheme for undergraduate medical Curriculum: the unit of "infertility" as a sample.Managing the complexity of doing it all: an exploratory study on students' experiences when trained stepwise in conducting consultations.Using a conceptual framework during learning attenuates the loss of expert-type knowledge structureBrain activity and medical diagnosis: an EEG study.Evaluation of an intelligent tutoring system in pathology: effects of external representation on performance gains, metacognition, and acceptanceAssessing clinical reasoning abilities of medical students using clinical performance examination.Cognitive schemes and strategies in diagnostic and therapeutic decision making: a primer for trainees.Athletic training approved clinical instructors' reports of real-time opportunities for evaluating clinical proficiencies.Systems 1 and 2 thinking processes and cognitive reflection testing in medical students.Teaching for clinical reasoning - helping students make the conceptual links.Assessing diagnostic reasoning: a consensus statement summarizing theory, practice, and future needs.Computerization of Mental Health Integration complexity scores at Intermountain Healthcare.The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments.Preparing Canadian physicians for health care of older adults.Students' educational needs for clinical reasoning in first clerkshipsThe articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groupsAn analysis of clinical reasoning through a recent and comprehensive approach: the dual-process theory.Should medical students learn to develop a personal formulary? An international, multicentre, randomised controlled study.Evidence-based practice competence: a concept analysis.Mechanism-based diagnostic reasoning: thoughts on teaching introductory clinical pathology.Fast and frugal models of clinical judgment in novice and expert physicians.How much do differences in medical schools influence student performance? A longitudinal study employing hierarchical linear modeling.Estimation of post-test probabilities by residents: Bayesian reasoning versus heuristics?Should learners reason one step at a time? A randomised trial of two diagnostic scheme designs.A systematic approach to clinical reasoning in psychiatry.A schematic approach to diagnosing and resolving lecturalgia.Exploring how students think: a new method combining think-aloud and concept mapping protocols.[Training in iterative hypothesis testing as part of psychiatric education. A randomized study].Teaching integrative physiology using the quantitative circulatory physiology model and case discussion method: evaluation of the learning experience.Evaluating the use of developmental action inquiry in constructing a problem-based learning curriculum for pre-registration nursing education in Hong Kong: a student perspective.Use of scheme-based problem solving: an evaluation of the implementation and utilization of schemes in a clinical presentation curriculum.A national medical education needs' assessment of interns and the development of an intern education and training programme.Medical Education and Curriculum Reform: Putting Reform Proposals in Context.
P2860
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P2860
Helping students learn to think like experts when solving clinical problems.
description
1997 nî lūn-bûn
@nan
1997年の論文
@ja
1997年学术文章
@wuu
1997年学术文章
@zh
1997年学术文章
@zh-cn
1997年学术文章
@zh-hans
1997年学术文章
@zh-my
1997年学术文章
@zh-sg
1997年學術文章
@yue
1997年學術文章
@zh-hant
name
Helping students learn to think like experts when solving clinical problems.
@en
Helping students learn to think like experts when solving clinical problems.
@nl
type
label
Helping students learn to think like experts when solving clinical problems.
@en
Helping students learn to think like experts when solving clinical problems.
@nl
prefLabel
Helping students learn to think like experts when solving clinical problems.
@en
Helping students learn to think like experts when solving clinical problems.
@nl
P2093
P1433
P1476
Helping students learn to think like experts when solving clinical problems.
@en
P2093
P304
P356
10.1097/00001888-199703000-00009
P407
P577
1997-03-01T00:00:00Z