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Qualitative differences in knowledge structure are associated with diagnostic performance in medical students.

Sylvain Coderre1, Deirdre Jenkins, Kevin McLaughlin

  • 1Undergraduate Medical Education Office, University of Calgary, Calgary, AB, Canada.

Advances in Health Sciences Education : Theory and Practice
|December 25, 2008
PubMed
Summary

Final year medical students with problem-specific knowledge structures demonstrated superior diagnostic performance compared to those with generic structures. This suggests organizing medical knowledge around specific clinical problems enhances diagnostic skills.

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