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Teaching and Learning in Medicine
An International Journal
Volume 34, 2022 - Issue 2
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Observations

Sharing the Bandwidth in Cognitively Overloaded Teams and Systems: Mechanistic Insights from a Walk on the Wild Side of Clinical Reasoning

James G. Boylea Undergraduate Medical School, School of Medicine, Dentistry and Nursing, School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UKCorrespondence[email protected]
,
Matthew R. Waltersb School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
,
Susan Jamiesonc Health Professions Education Programme, School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UKORCID Iconhttps://orcid.org/0000-0003-3878-339X
ORCID Icon &
Steven J. Durningd Center for Health Professions Education, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USAORCID Iconhttps://orcid.org/0000-0001-5223-1597
ORCID Icon
Pages 215-222 | Received 21 Oct 2020, Accepted 16 Mar 2021, Published online: 24 Jun 2021

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Read on this site (1)

James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2023) Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. Medical Teacher 0:0, pages 1-11.
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Articles from other publishers (1)

James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2022) Distributed cognition: a framework for conceptualizing telediagnosis in teams. Diagnosis 9:1, pages 143-145.
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