메뉴 건너뛰기




Volumn 48, Issue 7, 2014, Pages 667-673

Preparing medical students for future learning using basic science instruction

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL COMPETENCE; CONTROLLED STUDY; CURRICULUM; EDUCATION; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; PROCEDURES; PSYCHOLOGY; RANDOMIZED CONTROLLED TRIAL; SCIENCE;

EID: 84902120390     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/medu.12426     Document Type: Article
Times cited : (75)

References (22)
  • 1
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: a simple proposal with multiple implications
    • Bransford JD, Schwartz DL. Rethinking transfer: a simple proposal with multiple implications. Rev Res Educ 1999;24:61-100.
    • (1999) Rev Res Educ , vol.24 , pp. 61-100
    • Bransford, J.D.1    Schwartz, D.L.2
  • 2
    • 84866987861 scopus 로고    scopus 로고
    • Renowned physicians' perceptions of expert diagnostic practice
    • Mylopoulos M, Lohfeld L, Norman GR, Dhaliwal G, Eva KW. Renowned physicians' perceptions of expert diagnostic practice. Acad Med 2012;87 (10):1413-7.
    • (2012) Acad Med , vol.87 , Issue.10 , pp. 1413-1417
    • Mylopoulos, M.1    Lohfeld, L.2    Norman, G.R.3    Dhaliwal, G.4    Eva, K.W.5
  • 3
    • 36649026725 scopus 로고    scopus 로고
    • Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education
    • Mylopoulos M, Regehr G. Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education. Med Educ 2007;41:1159-65.
    • (2007) Med Educ , vol.41 , pp. 1159-1165
    • Mylopoulos, M.1    Regehr, G.2
  • 4
    • 0002050269 scopus 로고
    • Two courses of expertise
    • Stevenson H, Azuma H, Hakuta K, eds. . New York, NY: W H Freeman
    • Hatano G, Inagaki K. Two courses of expertise. In: Stevenson H, Azuma H, Hakuta K, eds. Child Development and Education in Japan. New York, NY: W H Freeman 1986;27-36.
    • (1986) Child Development and Education in Japan , pp. 27-36
    • Hatano, G.1    Inagaki, K.2
  • 5
    • 58649106228 scopus 로고    scopus 로고
    • How student models of expertise and innovation impact the development of adaptive expertise in medicine
    • Mylopoulos M, Regehr G. How student models of expertise and innovation impact the development of adaptive expertise in medicine. Med Educ 2009;43:127-32.
    • (2009) Med Educ , vol.43 , pp. 127-132
    • Mylopoulos, M.1    Regehr, G.2
  • 6
    • 12444266728 scopus 로고    scopus 로고
    • What every teacher needs to know about clinical reasoning
    • Eva KW. What every teacher needs to know about clinical reasoning. Med Educ 2005;39:98-106.
    • (2005) Med Educ , vol.39 , pp. 98-106
    • Eva, K.W.1
  • 9
    • 0023687248 scopus 로고
    • Biomedical knowledge in explanations of clinical problems by medical students
    • Patel VL, Groen GJ, Scott HM. Biomedical knowledge in explanations of clinical problems by medical students. Med Educ 1988;22:398-406.
    • (1988) Med Educ , vol.22 , pp. 398-406
    • Patel, V.L.1    Groen, G.J.2    Scott, H.M.3
  • 10
    • 0002723045 scopus 로고    scopus 로고
    • Clinical reasoning and biomedical knowledge: implications for teaching
    • Higgs J, Jones M, Loftus S,Christensen N eds. . Oxford: Butterworth Heinemann
    • Patel VL, Kaufman DR, Higgs J, Jones M. Clinical reasoning and biomedical knowledge: implications for teaching. In: Higgs J, Jones M, Loftus S, Christensen N eds. Clinical Reasoning in the Health Professions. Oxford: Butterworth Heinemann 2000;117-28.
    • (2000) Clinical Reasoning in the Health Professions , pp. 117-128
    • Patel, V.L.1    Kaufman, D.R.2    Higgs, J.3    Jones, M.4
  • 11
  • 12
    • 36649037635 scopus 로고    scopus 로고
    • Science is fundamental: the role of biomedical knowledge in clinical reasoning
    • Woods NN. Science is fundamental: the role of biomedical knowledge in clinical reasoning. Med Educ 2007;41:1173-7.
    • (2007) Med Educ , vol.41 , pp. 1173-1177
    • Woods, N.N.1
  • 13
    • 12444322984 scopus 로고    scopus 로고
    • The value of basic science in clinical diagnosis: creating coherence among signs and symptoms
    • Woods NN, Brooks LR, Norman GR. The value of basic science in clinical diagnosis: creating coherence among signs and symptoms. Med Educ 2005;39:107-12.
    • (2005) Med Educ , vol.39 , pp. 107-112
    • Woods, N.N.1    Brooks, L.R.2    Norman, G.R.3
  • 15
    • 0041198221 scopus 로고
    • Types of knowledge and purposes of education
    • Anderson RC, Spiro RJ, Montague WE, eds. . Hillsdale, NJ: Lawrence Erlbaum
    • Broudy HS. Types of knowledge and purposes of education. In: Anderson RC, Spiro RJ, Montague WE, eds. Schooling and the Acquisition of Knowledge. Hillsdale, NJ: Lawrence Erlbaum 1977;1-17.
    • (1977) Schooling and the Acquisition of Knowledge , pp. 1-17
    • Broudy, H.S.1
  • 16
    • 33744936315 scopus 로고    scopus 로고
    • Clinical and basic science teachers' opinions about the required depth of biomedical knowledge for medical students
    • Koens F, Custers EJ, ten Cate OT. Clinical and basic science teachers' opinions about the required depth of biomedical knowledge for medical students. Med Teach 2006;28 (3):234-8.
    • (2006) Med Teach , vol.28 , Issue.3 , pp. 234-238
    • Koens, F.1    Custers, E.J.2    ten Cate, O.T.3
  • 17
    • 33644745114 scopus 로고    scopus 로고
    • Test-enhanced learning: taking memory tests improves long-term retention
    • Roediger HL, Karpicke JD. Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci 2006;17 (3):249-55.
    • (2006) Psychol Sci , vol.17 , Issue.3 , pp. 249-255
    • Roediger, H.L.1    Karpicke, J.D.2
  • 18
    • 84878965849 scopus 로고    scopus 로고
    • Comparative effects of test-enhanced learning and self-explanation on long-term retention
    • Larsen DP, Butler AC, Roediger HL III. Comparative effects of test-enhanced learning and self-explanation on long-term retention. Med Educ 2013;47:674-82.
    • (2013) Med Educ , vol.47 , pp. 674-682
    • Larsen, D.P.1    Butler, A.C.2    Roediger III, H.L.3
  • 19
    • 80051737934 scopus 로고    scopus 로고
    • Putting the expert together again
    • Mylopoulos M, Regehr G. Putting the expert together again. Med Educ 2011;45:920-6.
    • (2011) Med Educ , vol.45 , pp. 920-926
    • Mylopoulos, M.1    Regehr, G.2
  • 20
    • 64749107752 scopus 로고    scopus 로고
    • Having our cake and eating it too: seeking the best of both worlds in expertise research
    • Mylopoulos M, Woods NN. Having our cake and eating it too: seeking the best of both worlds in expertise research. Med Educ 2009;43:406-13.
    • (2009) Med Educ , vol.43 , pp. 406-413
    • Mylopoulos, M.1    Woods, N.N.2
  • 21
    • 0025951343 scopus 로고
    • Problem-oriented training promotes spontaneous analogical transfer: memory-oriented training promotes memory for training
    • Needham D, Begg I. Problem-oriented training promotes spontaneous analogical transfer: memory-oriented training promotes memory for training. Mem Cogn 1991;19:543-57.
    • (1991) Mem Cogn , vol.19 , pp. 543-557
    • Needham, D.1    Begg, I.2
  • 22
    • 0000713599 scopus 로고
    • Overcoming contextual limitations on problem-solving transfer
    • Catrambone RH, Holyoak KJ. Overcoming contextual limitations on problem-solving transfer. J Exp Psychol Learn Mem Cogn 1989;15 (6):1147-56.
    • (1989) J Exp Psychol Learn Mem Cogn , vol.15 , Issue.6 , pp. 1147-1156
    • Catrambone, R.H.1    Holyoak, K.J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.