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Volumn 59, Issue 5, 1996, Pages 212-216

Clinical Reasoning, Part 2: Novice/Expert Differences

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EID: 0000085273     PISSN: 03080226     EISSN: 14776006     Source Type: Journal    
DOI: 10.1177/030802269605900507     Document Type: Article
Times cited : (34)

References (19)
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  • 4
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    • Fieldwork education: Shaping a foundation for clinical reasoning
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  • 5
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    • The role of context in elaborated learning
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    • Coles, C.R.1
  • 6
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    • Achieving intersubjective understanding: Examples from an occupational therapy treatment session
    • Crepeau E (1991) Achieving intersubjective understanding: examples from an occupational therapy treatment session. American Journal of Occupational Therapy, 45(11), 1016-25.
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    • Crepeau, E.1
  • 7
    • 0002306397 scopus 로고
    • Perception and memory versus thought: Some old ideas and recent findings
    • B Kleinmuntz, ed. New York: Wiley
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    • De Groot, A.1
  • 9
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  • 10
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    • Clinical reasoning in medicine
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    • (1995) Clinical Reasoning in the Health Professions
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    • (Tech Rep. No. PDS-2). Pittsburgh, Pa. University of Pittsburgh Learning Research and Development Centre
    • Fetlovich PJ (1981) Knowledge-based components of expertise in medical diagnosis (Tech Rep. No. PDS-2). Pittsburgh, Pa. University of Pittsburgh Learning Research and Development Centre. Cited in: Gagné E (1985) The cognitive psychology of school learning. Boston: Little, Brown.
    • (1981) Knowledge-based Components of Expertise in Medical Diagnosis
    • Fetlovich, P.J.1
  • 12
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    • Boston: Little, Brown
    • Fetlovich PJ (1981) Knowledge-based components of expertise in medical diagnosis (Tech Rep. No. PDS-2). Pittsburgh, Pa. University of Pittsburgh Learning Research and Development Centre. Cited in: Gagné E (1985) The cognitive psychology of school learning. Boston: Little, Brown.
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    • The structure of memory and the process of solving problems
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    • Knowledge and teaching: Foundations of the new reform
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.