The impact of selected contextual factors on experts’ clinical reasoning performance (does context impact clinical reasoning performance in experts?) (original) (raw)
References
Anderson, M. L. (2003). Embodied cognition: A field guide. Artificial Intelligence,149, 91–130. Article Google Scholar
Baddeley, A. D. (1986). Working memory. Oxford: Clarendon. Google Scholar
Baddeley, A. D. (1992). Working Memory. Science,255(5044), 556–559. Article Google Scholar
Bordage, G. (1994). Elaborated knowledge: a key to successful diagnostic thinking. Academic Medicine,69, 883–885. Article Google Scholar
Bordage, G., & Lemieux, M. (1991). Semantic structures and diagnostic thinking of experts and novices. Academic Medicine,65, S70–S72. Article Google Scholar
Clauser, B. E., Balog, K., Harik, P., Mee, J., & Kahramen, N. (2009). A multivariate generalizability analysis of history-taking and physical examination scores from the USMLE step 2 clinical skills examination. Academic Medicine,84, S86–S89. Article Google Scholar
Durning, S. J., Artino, A. R., Pangaro, L. N., van der Vleuten, C., & Schuwirth, L. (2010a). Redefining context in the clinical encounter: Implications for research and training in medical education. Academic Medicine,85, 894–901. Article Google Scholar
Durning, S. J., Artino, A. R., Boulet, J., LaRochelle, J., van der Vleuten, C. P. M., & Schuwirth, L. (2011a). The feasibility, reliability, and validity of a post-encounter form (PEF) for evaluating clinical reasoning. Medical Teacher (accepted).
Durning, S. J., Artino, A. R., Boulet, J., van der Vleuten, C. P. M., LaRochelle, J., Arze, B., et al. (2010b). Making use of contrasting participant views of the same encounter. Medical Education,44, 953–961. Article Google Scholar
Durning, S. J., Artino, A. R., van der Vleuten, C. P. M., Pangaro, L., & Schuwirth, L. (2011b). Context and clinical reasoning: understanding the situation from the perspective of the expert’s voice. Medical Education (accepted).
Durning, S. J., LaRochelle, J., Pangaro, L. N., Artino, A. R., Boulet, J., van der Vleuten, C. P. M., & Schuwirth, L. (2011c). Does the authenticity of preclinical teaching format affect clinical clerkship outcomes: A prospective randomized crossover trial. Teaching and Learning in Medicine (in review).
Elstein, A. S., Shulman, L. S., & Sprafka, S. A. (1990). Medical problem solving: A ten-year retrospective study. Evaluation & the Health Professions,13, 5–36. Article Google Scholar
Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. R. (Eds.). (2006). The Cambridge handbook of expertise and expert performance. New York, NY: Cambridge University Press. Google Scholar
Eva, K. W. (2011). On the relationship between problem-solving skills and professional practice. In Elaborating professionalism innovation and change in professional education (pp. 17–34). London: Springer.
Eva, K. A., Neville, A. J., & Norman, G. R. (1998). Exploring the etiology of content specificity: Factors influencing analogic transfer and problem solving. Academic Medicine,73, S1–S5. Article Google Scholar
La Rochelle, J., Durning, S. J., Pangaro, L. N., Artino, A. R., Boulet, J., van der Vleuten, C. P. M., Schuwirth, L. (2011). The effect of increasing authenticity of instructional format on student performance: A prospective randomized trial. Medical Education (accepted).
Lindstom, A., Villing, J., Larsson, S., Seward, A., Aberg, N., & Holtelius, C. (2008). The effect of cognitive load on disfluencies during in-vehicle spoken dialogue. In Proceedings of interspeech.
Monajemi, A., Rikers, R. M. J. P., & Schmidt, H. G. (2007). Clinical case processing: A diagnostic versus a management focus. Medical Education,41, 1166–1172. Article Google Scholar
Norman, G. R., Tugwell, P., Feightner, J. W., Muzzin, L. G., & Jacoby, L. L. (1995). Knowledge and clinical problem solving. Medical Education,19, 344–356. Article Google Scholar
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist,38, 1–4. Article Google Scholar
Pangaro, L. (1999). A new vocabulary and other innovations for improving descriptive in-training evaluations. Academic Medicine,74(11), 1203–1207. Article Google Scholar
Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. New York, NY: Cambridge University Press. Google Scholar
van Merrienboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review,17, 147–177. Article Google Scholar
van Merrienboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education,44, 85–93. Article Google Scholar
Villing, J. (2009). Dialogue behavior under high cognitive load. In Proceedings of SIGDIAL 2009: The 10th annual meeting of the special interest group in discourse and dialogue, pp. 322–325.