Veterinary Education and the Development of Professional Expertise

Journal of Veterinary Medical Education

Volumn 28, Issue 3, 2001, Pages 98-100

  Edmondson, Katherine M ^a  

^a Cornell University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPETENCE; EDUCATION; HUMAN; VETERINARY MEDICINE;

CLINICAL COMPETENCE; EDUCATION, VETERINARY; HUMAN; VETERINARY MEDICINE;

EID: 0035654424     PISSN: 0748321X     EISSN: None     Source Type: Journal    
DOI: 10.3138/jvme.28.3.98     Document Type: Article

References (35)

1. Chi MTH, Feltovich PJ, Glaser R. Categorization and representation of physics problems by experts and novices. Cog Sci 5:121-152,1981.
2. Schmidt HG, Norman GR, Boshuizen HPA. A cognitive perspective on medical expertise: Theory and implications. Acad Med 65:611-621,1990.
3. Woods DR. Novice versus expert research. J Coll Sci Teaching 18:193-195,1988.
4. Bordage G, Zacks R. The structure of medical knowledge in the memories of medical students and general practitioners: Categories and prototypes. Med Educ 18:406-416, 1984.
5. Custers EJFM, Regehr G, Norman GR. Mental representations of medical knowledge: A review. Acad Med 71:555-561,1996 p58.
6. Farnsworth CC. Measuring the effects of problembased learning on the development of veterinary studentŝ clinical expertise. Acad Med 72:552-554,1997.
7. Hmelo CE. Cognitive consequences of problem-based learning for the early development of medical expertise. Teaching and Learning Med 10:92-100,1998.
8. Santos-Gomez L, Woolliscroft JO, Mennin SP. Clinical reasoning processes and knowledge structures of medical students from a problem-based and a traditional curriculum. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA, 1990.
9. McGaghie WC, Boerger RL, McCrimmon DR, Ravitch MM. Learning pulmonary physiology: Comparison of student and faculty knowledge structures. Acad Med 71:S13-S15,1996.
10. Prislin MD, Feighny KM, Stearns JA, Hood J, Arnold L, Erney S, Johnson L. What students say about learning and teaching in longitudinal ambulatory primary care clerkships: A multi-institutional study. Acad Med 73:680-687, 1998.
11. Slotnick HB, Kristjanson AF, Raszkowski RR, Moravec R. A note on mechanisms of action in physicianś learning. ProfEduc Researcher Quarterly 19:5-12,1998.
12. Boreham N. Harnessing implicit knowledge to improve medical practice. New Directions for Adult and Continuing Education 55:71-78,1992.
13. Forsythe GB, Hedlund J, Snook S, Horvath JA, Williams WA, Bullis RC, Dennis M, Sternberg RJ. Construct validation of tacit knowledge for military leadership. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, 1998.
14. Sternberg RJ, Horvath JA, eds. Tacit Knowledge in Professional Practice. Mahwah, NJ: Lawrence Erlbaum Associates, 1999.
15. Wagner RK, Sternberg RJ. Tacit knowledge and intelligence in the everyday world. In Sternberg RJ, Wagner RK, eds. Practical Intelligence. Cambridge: Cambridge University Press, 1986:51-83.
16. Sternberg RJ, Horvath JA. A prototype view of expert teaching. Educ Researcher 24:9-17,1995.
17. Sternberg RJ. Abilities are forms of developing expertise. Educ Researcher 27:11-20,1998 p18.
18. Kassirer JP, Kuipers BJ, Gorry A. Toward a theory of clinical expertise. In Dowie J, Elstein A, eds. Professional Judgment: A Reader In Clinical Decision Making. Cambridge: Cambridge University Press, 1988:212-225.
19. Patel VL, Kaufman DR, Magder S. Causal explanation of complex physiological concepts by medical students. International J Sci Educ 13:171-185,1991.
20. Patel VL, Groen GJ. Knowledge based solution strategies in medical reasoning. Cog Sci 10:91-116,1986.
21. Schön DA. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.
22. Schön DA. Educating the Reflective Practitioner. San Francisco: Jossey-Bass, 1987.
23. Evers FT, Rush JC, Berdrow I. The Bases of Competence: Skills for Lifelong Learning and Employability. San Francisco: Jossey-Bass, 1998.
24. Mandin H, Jones A, Woloschuk W, Harasym P. Helping students learn to think like experts when solving clinical problems. Acad Med 72:173-179,1997.
25. Curry L, Wergin JF. Educating Professionals. San Francisco: Jossey-Bass, 1993 p266.
26. Boshuizen HP A, Schmidt HG. The developing structure of medical knowledge. In Nooman ZM, Schmidt, HG, Ezzat ES, eds. Innovation in Medical Education. New York: Springer Publishing, 1990:218-240.
27. Papa FJ, Shores JH, Meyer S. Effects of pattern matching, pattern discrimination, and experience in the development of diagnostic expertise. Acad Med 65:S21-S22,1990.
28. Rhine, S. The role of research and teacherś knowledge base in professional development. Educ Researcher 27:27-31, 1998 p27.
29. Entwistle N, Ramsden P. Understanding Student Learning. London: Croom Helm, 1983.
30. Novak JD, Gowin DB. Learning How to Learn. Cambridge: Cambridge University Press, 1984.
31. Novak JD, Musonda D. A twelve-year longitudinal study of science concept learning. Amer Educ Research J 28:117-153,1991.
32. Prosser M. The effects of cognitive structure and learning strategy on student achievement. In Richardson JTE, Eysenck MW, Piper DW, eds. Student Learning. Milton Keynes, UK: Open University Press, 1991:29-38.
33. Pearsall NR, Skipper JEJ, Mintzes JJ. Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology. Sci Educ 81:193-215,1997 pl94-195.
34. Novak JD. Learning, Creating, and Using Knowledge. Mahwah, NJ: Lawrence Erlbaum Associates, 1998.
35. Boshuizen HP A. Cognitive effects of practical experience in high- and low-achieving medical students. Learn Instruct 4:313-329,1994.