References
- BORDAGE, G., BRAILOVSKY, C., CARRETIER, H. & PAGE, G. (1995) Content validation of key features on a national examination of clinical decision-making skills, Academic Medicine, 70, pp. 276–281.
- BORDAGE, G. (1994) Elaborated knowledge: a key to successful diagnostic thinking, Academic Medicine, 69, pp. 883–885.
- BosHuimx, H. P. A., SCHNUDT, H. G. & WASSMER, L. (1993) Curriculum style and the integration of biomedical and clinical knowledge, in: H. P. A. BosHui.mx, H. G. SCHMIDT, & H. J. M. van BERKEL (Eds) Problem-Based Learning as an Educational Strategy, pp. 33-41(Maastricht, Network Publications).
- MANDIN, H., Jos, A., WoLoscHux, W. & HARASYM, P. (1997) Helping students learn to think like experts when solving clinical problems, Academic Medicine, 72, pp. 173–179.
- MARTON, F., HOUNSELL, D. J. & ENTWHISLTE, N. J. (1997) The Experience of Learning Implications for Teaching and Learning in Higher Education, 2nd edn (Edinburgh: Scottish Academic Press).
- PAULI, H.G., WHITE, K.L. & MCWHINNEY, I.R. (2000) Medical education, research, and scientific thinking in the 21st century, Education for Health, 13, pp. 15–25, 165–172, 173–186.
- STURMBERG, J.P., REID, S. & KHADRA, M.H. (2002) A longitudinal, patient-centred, integrated curriculum: facilitating community-based education in a rural clinical school, Education for Health, 15, pp. 294–304.