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Download full textBoshuizen, Henny P. A.; Schmidt, Henk G. – 1990
A study examined the application and availability of clinical and biomedical knowledge in the clinical reasoning of physicians as well as possible mechanisms responsible for changes in the organization of clinical and biomedical knowledge in the development from novice to expert. Subjects were 28 students (10 second year, 8 fourth year, and 10…
Descriptors: Clinical Diagnosis, Cognitive Structures, Decision Making, Experiential Learning
Schmidt, Henk G.; Norman, Geoffrey R. – 1990
The paper presents the thesis that experienced physicians, while diagnosing routine cases, are operating upon knowledge structures that are distinctively different from those of novice physicians and students. In the course of their medical training, students develop rich, elaborated causal networks, explaining the causes and consequences of…
Descriptors: Clinical Diagnosis, Cognitive Structures, Decision Making, Higher Education
Schmidt, Henk G.; Boshuizen, Henny P. A. – 1990
A study investigated the known phenomenon of "intermediate effect" in which medical students with an intermediate amount of knowledge and experience demonstrate higher amounts of recall of the text of a medical case than either experienced clinicians or novices. In this study the amount of activation of prior knowledge was controlled by…
Descriptors: Clinical Diagnosis, Cognitive Structures, Decision Making, Foreign Countries
Boshuizen, Henny P. A.; Schmidt, Henk G. – 1990
In two studies, the role of biomedical knowledge in the diagnosis of clinical cases by physicians and medical students was explored. Experiment 1 demonstrated a decrease in the use of biomedical knowledge with increasing expertise. This result appeared to be at variance with some findings reported in some but not all of the literature. In…
Descriptors: Clinical Diagnosis, Cognitive Structures, Decision Making, Foreign Countries
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers
