ELABORATED KNOWLEDGE - A KEY TO SUCCESSFUL DIAGNOSTIC THINKING

[1] WHICH MEDICAL TEXTBOOK TO READ - EMPHASIZING SEMANTIC STRUCTURES [J]. ACADEMIC MEDICINE, 1990, 65 (09) : S23 - S24

[2] THE STRUCTURE OF MEDICAL KNOWLEDGE IN THE MEMORIES OF MEDICAL-STUDENTS AND GENERAL-PRACTITIONERS - CATEGORIES AND PROTOTYPES [J]. MEDICAL EDUCATION, 1984, 18 (06) : 406 - 416

[3] SEMANTIC STRUCTURES AND DIAGNOSTIC THINKING OF EXPERTS AND NOVICES [J]. ACADEMIC MEDICINE, 1991, 66 (09) : S70 - S72

[4] THE CURRICULUM - OVERLOADED AND TOO GENERAL [J]. MEDICAL EDUCATION, 1987, 21 (03) : 183 - 188

[5] BORDAGE G, 1993, 32ND ANN C RES MED E, P45

[6] CUSHING H, 1925, LIFE W OSLER, V1

[7] Elstein AS, 1978, MED PROBLEM SOLVING, DOI DOI 10.1177/016224397800300337

[8] Feltovich P. J., 1989, COGNITIVE SCI MED, P113

[9] FELTOVICH PJ, 1984, READINGS MED ARTIFIC, P275

[10] PROPOSITIONAL VERSUS STRUCTURAL SEMANTIC ANALYSES OF MEDICAL DIAGNOSTIC THINKING [J]. COGNITIVE SCIENCE, 1992, 16 (02) : 185 - 204

[1] WHICH MEDICAL TEXTBOOK TO READ - EMPHASIZING SEMANTIC STRUCTURES [J]. ACADEMIC MEDICINE, 1990, 65 (09) : S23 - S24

[2] THE STRUCTURE OF MEDICAL KNOWLEDGE IN THE MEMORIES OF MEDICAL-STUDENTS AND GENERAL-PRACTITIONERS - CATEGORIES AND PROTOTYPES [J]. MEDICAL EDUCATION, 1984, 18 (06) : 406 - 416

[3] SEMANTIC STRUCTURES AND DIAGNOSTIC THINKING OF EXPERTS AND NOVICES [J]. ACADEMIC MEDICINE, 1991, 66 (09) : S70 - S72

[4] THE CURRICULUM - OVERLOADED AND TOO GENERAL [J]. MEDICAL EDUCATION, 1987, 21 (03) : 183 - 188

[5] BORDAGE G, 1993, 32ND ANN C RES MED E, P45

[6] CUSHING H, 1925, LIFE W OSLER, V1

[7] Elstein AS, 1978, MED PROBLEM SOLVING, DOI DOI 10.1177/016224397800300337

[8] Feltovich P. J., 1989, COGNITIVE SCI MED, P113

[9] FELTOVICH PJ, 1984, READINGS MED ARTIFIC, P275

[10] PROPOSITIONAL VERSUS STRUCTURAL SEMANTIC ANALYSES OF MEDICAL DIAGNOSTIC THINKING [J]. COGNITIVE SCIENCE, 1992, 16 (02) : 185 - 204