Title: Prototypes and semantic qualifiers: from past to present
Abstract: Medical EducationVolume 41, Issue 12 p. 1117-1121 Prototypes and semantic qualifiers: from past to present Georges Bordage, Georges Bordage Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, USASearch for more papers by this author Georges Bordage, Georges Bordage Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois, USASearch for more papers by this author First published: 28 November 2007 https://doi.org/10.1111/j.1365-2923.2007.02919.xCitations: 74 Dr Georges Bordage, Department of Medical Education (M/C 591), College of Medicine, University of Illinois at Chicago, 808 South Wood, Chicago, Illinois 60612-7309, USA. Tel: 00 1 312 996 7349; Fax: 00 1 312 413 2048; E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References 1 Elstein SA, Shulman LS, Sprafka SA. Medical Problem Solving: an Analysis of Clinical Reasoning. Cambridge, MA: Harvard University Press 1978; 276. 10.4159/harvard.9780674189089 Google Scholar 2 Mervis CB, Catlin J, Rosch E. Relationship among goodness of example, category norms, and word frequency. Bull Psychon Soc 1976; 7: 283. 10.3758/BF03337190 Web of Science®Google Scholar 3 Rosch E, Mervis CB. Family resemblance: studies in the internal structure of categories. Cognit Psychol 1975; 7: 573. 10.1016/0010-0285(75)90024-9 Web of Science®Google Scholar 4 Rosch E. Principles of categorization. In: E Rosch, BB Lloyd, eds. Cognition and Categorization. Potomac, MD: Erlbaum Press 1978; 27–48. Google Scholar 5 Bordage G, Zacks R. The structure of medical knowledge in the memories of medical students and general practitioners: categories and prototypes. Med Educ 1984; 18: 406–16. 10.1111/j.1365-2923.1984.tb01295.x CASPubMedWeb of Science®Google Scholar 6 Bordage G. The curriculum overloaded and too general. Med Educ 1987; 21: 183–8. 10.1111/j.1365-2923.1987.tb00689.x CASPubMedWeb of Science®Google Scholar 7 Cushing H. The Life of Sir William Osler, Vol. 1. Oxford: Clarendon Press 1925; 460. Google Scholar 8 Osler W. After Twenty-Five Years. Montreal Medical Journal 1899; 28: 823. Google Scholar 9 Bordage G. Elaborated knowledge: a key to successful diagnostic thinking. Acad Med 1994; 69: 883–5. 10.1097/00001888-199411000-00004 CASPubMedWeb of Science®Google Scholar 10 Bordage G, Lemieux M. Structuralism and medical education: a comparative study of the cognitive strategies of novice physicians. Semiotic Inquiry 1986; 6: 143–79. Google Scholar 11 Schmidt H, Boshuizen H. Encapsulation of biomedical knowledge. In: D Evans, V Patel, eds. Advanced Models of Cognition for Medical Training and Practice. New York: Springer Verlag 1992; 265–82. 10.1007/978-3-662-02833-9_15 Web of Science®Google Scholar 12 Chang R, Bordage G, Connell K. The importance of early problem representation during case presentations. Acad Med 1998; 73 (Suppl): 109–11. 10.1097/00001888-199810000-00062 Web of Science®Google Scholar 13 Bordage G, Connell K, Chang R, Gecht M, Sinacore J. Assessing the semantic content of clinical case presentations: studies of reliability and concurrent validity. Acad Med, 1997; 72 (Suppl): 37–9. 10.1097/00001888-199710001-00013 Web of Science®Google Scholar 14 Brenner ME, Mayer RE, Moseley B, Barr T, Duran R, Reed BS, Webb D. Learning by understanding the role of multiple problem representations in learning algebra. Am Educ Res J 1997; 34: 663–9. 10.3102/00028312034004663 Web of Science®Google Scholar 15 Nendaz M, Bordage G. Promoting diagnostic problem representation. Med Educ 2002; 36: 761–7. 10.1046/j.1365-2923.2002.01279.x Web of Science®Google Scholar 16 Woods NN, Neville AJ, Levinson AJ, Howey EHA, Oczkowski WJ, Norman GR. The value of basic science in clinical diagnosis. Acad Med 2006; 81 (Suppl): 124–7. 10.1097/00001888-200610001-00031 Web of Science®Google Scholar 17 Bordage G, Williams R. Relationship between theory and practice. Prof Educ Res Q 1992; 14: 1–4. Google Scholar 18 Norman GR. Editorial: theory-testing research versus theory-based research. Adv Health Sci Educ Theory Pract 2004; 9: 175–8. 10.1023/B:AHSE.0000038310.81360.20 PubMedWeb of Science®Google Scholar 19 Cook D, Beckman T, Bordage G. Quality of reporting experimental studies in medical education: a systematic review. Med Educ 2007; 41: 737–45. 10.1111/j.1365-2923.2007.02777.x PubMedWeb of Science®Google Scholar 20 Norman GR, Brooks LR. The non-analytical basis of clinical reasoning. Adv Health Sci Educ Theory Pract 1997; 2: 173–84. 10.1023/A:1009784330364 PubMedWeb of Science®Google Scholar 21 Norman GR. Research in clinical reasoning: past history and current trends. Med Educ 2005; 39: 418–27. 10.1111/j.1365-2929.2005.02127.x CASPubMedWeb of Science®Google Scholar 22 Eva K. What every teacher needs to know about clinical reasoning. Med Educ 2005; 39: 98–106. 10.1111/j.1365-2929.2004.01972.x PubMedWeb of Science®Google Scholar 23 Ark TK, Brooks LR, Eva K. The benefits of flexibility: the pedagogical value of instructions to adopt multifaceted diagnostic reasoning strategies. Med Educ 2007; 41: 281–7. 10.1111/j.1365-2929.2007.02688.x PubMedWeb of Science®Google Scholar 24 Norman GR, Bordage G., Page G, Keane D. How specific is case specificity? Med Educ 2006; 40: 618–23. 10.1111/j.1365-2929.2006.02511.x CASPubMedWeb of Science®Google Scholar 25 Bowen J. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med 2006; 355: 2217–25. 10.1056/NEJMra054782 CASPubMedWeb of Science®Google Scholar 26 Norman G. Building on experience – the development of clinical reasoning. N Engl J Med 2006; 355: 2251–2. 10.1056/NEJMe068134 CASPubMedWeb of Science®Google Scholar 27 Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004; 79 (Suppl): 70–81. 10.1097/00001888-200410001-00022 Google Scholar 28 Hatala RM, Brooks LR, Norman GR. Practice makes perfect: the critical role of mixed practice in the acquisition of ECG interpretation skills. Adv Health Sci Educ Theory Pract 2003; 8: 17–26. 10.1023/A:1022687404380 PubMedWeb of Science®Google Scholar Citing Literature Volume41, Issue12December 2007Pages 1117-1121 ReferencesRelatedInformation
Publication Year: 2007
Publication Date: 2007-11-28
Language: en
Type: review
Indexed In: ['crossref', 'pubmed']
Access and Citation
Cited By Count: 104
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot