The importance of early problem representation during case presentations

被引：80

作者：

Chang, RW ^{[1
]}

Bordage, G ^{[1
]}

Connell, KJ ^{[1
]}

机构：

[1] Northwestern Univ, Sch Med, Dept Prevent Med, Chicago, IL 60611 USA

来源：

ACADEMIC MEDICINE | 1998年 / 73卷 / 10期

关键词：

D O I：

10.1097/00001888-199810000-00062

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：S109 / S111

页数：3

共 13 条

[1]

BATES B, 1995, GUIDE PHYSICAL DIAGN

[2] THE STRUCTURE OF MEDICAL KNOWLEDGE IN THE MEMORIES OF MEDICAL-STUDENTS AND GENERAL-PRACTITIONERS - CATEGORIES AND PROTOTYPES [J].

BORDAGE, G ;

ZACKS, R .

MEDICAL EDUCATION, 1984, 18 (06) :406-416

[3] Assessing the semantic content of clinical case presentations: Studies of reliability and concurrent validity [J].

Bordage, G ;

Connell, KJ ;

Chang, RW ;

Gecht, MR ;

Sinacore, JM .

ACADEMIC MEDICINE, 1997, 72 (10) :S37-S39

[4] ELABORATED KNOWLEDGE - A KEY TO SUCCESSFUL DIAGNOSTIC THINKING [J].

BORDAGE, G .

ACADEMIC MEDICINE, 1994, 69 (11) :883-885

[5] Learning by understanding: The role of multiple representations in learning algebra [J].

Brenner, ME ;

Mayer, RE ;

Moseley, B ;

Brar, T ;

Duran, R ;

Reed, BS ;

Webb, D .

AMERICAN EDUCATIONAL RESEARCH JOURNAL, 1997, 34 (04) :663-689

[6]

Elstein A.S., 1978, MED PROBLEM SOLVING, DOI DOI 10.4159/HARVARD.9780674189089

[7]

FELTOVICH PJ, 1984, READINGS MED ARTIFIC

[8]

Kassirer JP., 1991, LEARNING CLIN REASON

[9] PROPOSITIONAL VERSUS STRUCTURAL SEMANTIC ANALYSES OF MEDICAL DIAGNOSTIC THINKING [J].

LEMIEUX, M ;

BORDAGE, G .

COGNITIVE SCIENCE, 1992, 16 (02) :185-204

[10] COMPARING THE CORE AND THE PEEL OF THE SAME FRUIT [J].

LEMIEUX, M ;

BORDAGE, G .

COGNITIVE SCIENCE, 1993, 17 (01) :143-147

← 1 2 →