Teaching diagnostic reasoning: using simulation and mixed practice to build competence

Clinical reasoning and dual mental processing in diagnostic competence.

Using Case-Based Reasoning Technology to Build Learning Software Organizations

6i†‡…hp‡ Due to the ever increasing demands of the market, strategic management of knowledge assets , or Grh…vtÃP…thv“h‡v‚† (LOs), are becoming a must in industrial software development. This paper presents work done at Fraunhofer IESE, where LOs for software development organizations are being developed and transferred into industrial practice. It describes how LOs for the software domain ...

Diagnostic grand rounds: a new teaching concept to train diagnostic reasoning.

INTRODUCTION Diagnostic reasoning is a core skill in teaching and learning in undergraduate curricula. Diagnostic grand rounds (DGRs) as a subform of grand rounds are intended to train the students' skills in the selection of appropriate tests and in the interpretation of test results. The aim of this study was to test DGRs for their ability to improve diagnostic reasoning by using a pre-post-t...

Grounded in Practice: Using Interpretive Research to Build Theory

This paper provides guidance for carrying out research using an interpretive framework to build theory of IS practice. The purpose of the paper is to provide an example of (a) factors influencing the choice of interpretive methods, (b) developing a theoretical framework, (c) particulars of data collection and analysis, and (d) an application of evaluative criteria applicable to interpretive res...

Teaching Using Simulation

Normal experiential learning that leads to an expert professional in clinical practice is associated with prolonged exposure to that practice. The overriding idea is that by simulating clinical scenarios, learning is accelerated by the debriefing/feedback session. The expert knowledge is made explicit to the trainee and reinforced with video and verbal feedback. Definition Simulate: Latin simul...