Using a conceptual framework during learning attenuates the loss of expert-type knowledge structure

BMC Medical Education

Volumn 6, Issue , 2006, Pages

  Novak, Kerry ^a   Mandin, Henry ^a   Wilcox, Elizabeth ^a   McLaughlin, Kevin ^a  

^a UNIVERSITY OF CALGARY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CONTROLLED STUDY; EDUCATION PROGRAM; EDUCATIONAL MODEL; HUMAN; KNOWLEDGE; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; METABOLIC ALKALOSIS; METHODOLOGY; PROBLEM SOLVING; TECHNIQUE; ADULT; ALBERTA; ALKALOSIS; CLINICAL COMPETENCE; CONCEPT FORMATION; EDUCATION; MEDICAL SCHOOL; MEMORY; NEPHROLOGY; PATHOPHYSIOLOGY; PROBLEM BASED LEARNING; PROCEDURES; PROSPECTIVE STUDY; PSYCHOLOGY; STATISTICAL MODEL; TIME FACTOR;

ADULT; ALBERTA; ALKALOSIS; CLINICAL COMPETENCE; CONCEPT FORMATION; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; HUMANS; KNOWLEDGE; LOGISTIC MODELS; MEMORY; NEPHROLOGY; PROBLEM-BASED LEARNING; PROSPECTIVE STUDIES; PSYCHOLOGY, EDUCATIONAL; SCHOOLS, MEDICAL; STUDENTS, MEDICAL; TIME FACTORS;

EID: 33747301778     PISSN: 14726920     EISSN: 14726920     Source Type: Journal    
DOI: 10.1186/1472-6920-6-37     Document Type: Article

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