D. Bryce, Nicholas J. C. King, C. Graebner, M. Evans, J. Myers
{"title":"Facilitating the clinical reasoning process: the Wanda Holmes case","authors":"D. Bryce, Nicholas J. C. King, C. Graebner, M. Evans, J. Myers","doi":"10.1109/MMEE.1996.570256","DOIUrl":null,"url":null,"abstract":"'Medicine is inherently a problem solving activity, in which efficiency and effectiveness are strongly dependent on one's ability to access and manipulate a vast knowledge base. Students should be given fewer \"answers\" and more \"tools\"-tools for self-teaching and for synthesising, framing, and revising knowledge.' This paper presents a prototype case which addresses these issues by providing tools that support the access, integration and application of knowledge in a medical context. The tools provide: learner and faculty feedback; economies of scale in the development of case series; and economies of effort for case designers and students.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/MMEE.1996.570256","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 3
Abstract
'Medicine is inherently a problem solving activity, in which efficiency and effectiveness are strongly dependent on one's ability to access and manipulate a vast knowledge base. Students should be given fewer "answers" and more "tools"-tools for self-teaching and for synthesising, framing, and revising knowledge.' This paper presents a prototype case which addresses these issues by providing tools that support the access, integration and application of knowledge in a medical context. The tools provide: learner and faculty feedback; economies of scale in the development of case series; and economies of effort for case designers and students.
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