Thinking differently – Students’ cognitive processes when answering two different formats of written question-Reference-Cited by-同舟云学术

Thinking differently – Students’ cognitive processes when answering two different formats of written question

Published:2021-06-14 Issue:11 Volume:43 Page:1278-1285
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Sam Amir H.¹^ORCID,Wilson Rebecca¹,Westacott Rachel²,Gurnell Mark³^ORCID,Melville Colin⁴,Brown Celia A.⁵^ORCID

Affiliation:

1. Imperial College School of Medicine, Imperial College London, London, UK

2. College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK

3. Wellcome Trust-MRC Institute of Metabolic Science, University of Cambridge and NIHR Cambridge Biomedical Research Centre, Addenbrooke’s Hospital, Cambridge, UK

4. School of Medical Sciences, University of Manchester, Manchester, UK

5. Division of Health Sciences, University of Warwick, Coventry, UK

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2021.1935831

Reference21 articles.

1. Diagnosis and management of clinical reasoning difficulties: Part I. Clinical reasoning supervision and educational diagnosis

2. Medical students’ self-assessment of performance: Results from three meta-analyses

3. The impact of two multiple-choice question formats on the problem-solving strategies used by novices and experts

4. Dual processing theory and expertsʼ reasoning: exploring thinking on national multiple-choice questions

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