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Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review
200
Zitationen
4
Autoren
2016
Jahr
Abstract
Results to date are promising and this relatively young field is now close to a point where these kinds of cognitive interventions can be recommended to educators. Further research with refined methodology and more diverse samples is required before firm recommendations may be made for medical education and policy; however, these results suggest that such interventions hold promise, with much current enthusiasm for new research.
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