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Qualitative Differences in Knowledge Structure Are Associated with Diagnostic Performance in Medical Students
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Coderre, Sylvain; Jenkins, Deirdre; Mclaughlin, Kevin – Advances in Health Sciences Education, 2009
Diagnosing is a knowledge-based skill: to diagnose one must retrieve knowledge from long-term memory and then apply this to a new clinical problem. Prior research on expertise found differences in knowledge structure between experts and novices, and it is assumed that the superior diagnostic performance of experts is somehow related to their…
Descriptors: Medical Education, Medical Students, Cognitive Structures, Long Term Memory