227 research outputs found
Thirty years of investigating the own-race bias in memory for faces: A meta-analytic review.
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes
The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective
Context: The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the ‘acquisition’ of clinical skills. Objectives: This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus’ main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims. Conclusions: Although the Dreyfus model may partially explain the ‘acquisition’ of some skills, it is debatable if it can explain the acquisition of clinical skills. The complex nature of clinical problem-solving skills and the rich interplay between the implicit and explicit forms of knowledge must be taken into consideration when we want to explain ‘acquisition’ of clinical skills. The idea that experts work from intuition, not from reason, should be evaluated carefully
Developing Models for Distributed Problem-Based Learning: Theoretical and Methodological Reflection
The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis
Medical students' cognitive load in volumetric image interpretation: Insights from human-computer interaction and eye movements
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