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Non-analytic reasoning is a central component of diagnostic expertise at all levels. Clinical teaching should recognise the centrality of this process, and aim to both enhance the process through the learning of multiple examples and to supplement the process with analytical de-biasing strategies.
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Norman et al. (Wed,) studied this question.
www.synapsesocial.com/papers/69dd761b9a26440201100fbc — DOI: https://doi.org/10.1111/j.1365-2923.2007.02914.x
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:
Geoff Norman
Meredith Young
Lee R. Brooks
Medical Education
McMaster University
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