Reference68 articles.
1. Ark, T. K., Brooks, L. R., & Eva, K. W. (2006). Giving learners the best of both worlds: Do clinical teachers need to guard against teaching pattern recognition to novices? Academic Medicine, 81, 405–409.
2. Ark, T. K., Brooks, L. R., Eva, K. W. (2007). The benefits of flexibility: The pedagogical value of instructions to adopt multifaceted diagnostic reasoning strategies. Medical Education, 41(3), 281–287.
3. Bargh, J. A, & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54, 462–479.
4. Barrows, H. S., & Feltovich, P. J. (1987). The clinical reasoning process. Medical Education, 21, 86–91.
5. Barrows, H. S, & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer.
Cited by
13 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献