Expert-type knowledge structure in medical students is associated with increased odds of diagnostic success

Teaching and Learning in Medicine

Volumn 19, Issue 1, 2007, Pages 35-41

  McLaughlin, Kevin ^a,c   Coderre, Sylvain ^a   Mortis, Garth ^b   Mandin, Henry ^a  

^a UNIVERSITY OF CALGARY   (Canada)

^b UNIVERSITY OF CALGARY   (Canada)

^c FOOTHILLS HOSPITAL   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CANADA; CLINICAL COMPETENCE; CROSS-SECTIONAL STUDY; EDUCATION; HUMAN; KNOWLEDGE; LEARNING; MEDICAL SCHOOL; MEDICAL STUDENT; METHODOLOGY; PROBLEM SOLVING; TEACHING;

CANADA; CLINICAL COMPETENCE; CROSS-SECTIONAL STUDIES; EDUCATIONAL MEASUREMENT; HUMANS; KNOWLEDGE; LEARNING; PRECEPTORSHIP; PROBLEM SOLVING; SCHOOLS, MEDICAL; STUDENTS, MEDICAL; TEACHING;

EID: 34347273805     PISSN: 10401334     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15328015tlm1901_7     Document Type: Article

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