Research in clinical reasoning: past history and current trends
By G. Norman. Medical Education, 2005
1,016 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Family Practice, General Health Professions
View Paper: https://www.semanticscholar.org/paper/a09580e590ee38a2154d4b327d14157e61156e57
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In Artificial Intelligence
In Family Practice
In General Health Professions
Citations in the corpus
- Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (2019, positive): “Exposing the learner to many simulated clinical scenarios supports learning diagnostic processes [28] while acquainting learners with a standardized set of clinical conditions common in the population, but rare or nonaccessible in highly specialized teaching hospitals [29].”
- Reconsidering the Dimensions of Expertise: From Linear Stages towards Dual Processing. (2010, background): “This paper sets out to develop a view of expertise that can be used to inform curriculum design and teaching practice in which the teacher has a clear role: to facilitate dialogue between the complementary knowledge structures that contribute to expertise (see Norman 2005 ).”
- Virtual patients: a critical literature review and proposed next steps (2009, background): “Compelling evidence suggests that the clinical reasoning of experts emphasises pattern recognition 41 or ‘instantiated’ illness scripts 43,44 over logic or conscious deliberation.”
- Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “5 Thirty years of research suggest that generic skills such as problem-solving skills are learned together with subject matter knowledge, that is, problem-solving skills are domain-dependent and knowledge-based (e.g. Norman, 2005; Schmidt, Rotgans & Yew, 2011).”