Contexts, concepts and cognition: principles for the transfer of basic science knowledge-Reference-Cited by-同舟云学术

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Contexts, concepts and cognition: principles for the transfer of basic science knowledge

Published:2017-01-12 Issue:2 Volume:51 Page:184-195
ISSN:0308-0110
Container-title:Medical Education
language:en
Short-container-title:Med Educ

Author:

Kulasegaram Kulamakan M¹,Chaudhary Zarah¹,Woods Nicole¹,Dore Kelly²,Neville Alan³,Norman Geoffrey¹²

Affiliation:

1. The Wilson Centre for Health Professions Education; Faculty of Medicine; University of Toronto; Toronto Ontario Canada

2. Programme for Education Research and Development; Faculty of Health Sciences; McMaster University; Hamilton Ontario Canada

3. Department of Oncology; Faculty of Health Sciences; McMaster University; Hamilton Ontario Canada

Publisher

Wiley

Subject

Education,General Medicine

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/medu.13145/fullpdf

Reference41 articles.

1. Exploring the Etiology of content specificity: factors influencing analogical transfer and problem solving;Eva;Acad Med,1998

2. Science is fundamental: the role of biomedical knowledge in clinical reasoning;Woods;Med Educ,2007

3. Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings;Goldszmidt;Adv Health Sci Educ Theory Pract,2012

4. Preparing medical students for future learning using basic science instruction;Mylopoulos;Med Educ,2014

5. Teaching basic science to optimize transfer;Norman;Med Teach,2009

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