2017
DOI: 10.15694/mep.2017.000182
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Using theory to interpret how senior clinicians define, learn, and teach clinical reasoning

Abstract: Introduction: Dual process theory and script theory have been used to understand and explain how students learn clinical reasoning. This study used these tools to interpret how experienced teachers described their definitions of clinical reasoning, their own history learning about clinical reasoning, and their methods of teaching clinical reasoning.

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Cited by 5 publications
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