Henny P. A. Boshuizen

TL;DR: A new theory of the development of expertise in medicine is outlined, which assumes that expertise is not so much a matter of superior reasoning skills or in-depth knowledge of pathophysiological states as it is based on cognitive structures that describe the featur.

TL;DR: It was shown that experts have more in-depth biomedical knowledge than novices and subjects at intermediate levels of expertise and generally support a three-stage model of expertise development in medicine consisting of acquisition of biomedical knowledge, practical experience, and integration of theoretical and experientall knowledge resulting in knowledge encapsulation.

TL;DR: This work aims to develop a model linking the processes and outcomes of workplace learning and to demonstrate how this model can be applied to education in the rapidly changing environment.

TL;DR: The authors describe how scripts are used in diagnostic tasks, how the script concept fits within the clinical reasoning literature, how it contrasts with competing theories of clinical reasoning, how educators can help students build and refine scripts, and how scripts can be used to assess clinical competence.

TL;DR: Clinical encounter represents an amazing series of psychological events: perceiving the features of the situation; quickly accessing relevant hypotheses; checking for signs and symptoms that confirm or rule out competing hypotheses; and using related knowledge to guide appropriate investigations and treatment.