This thesis was dedicated to examining the effects of deliberate reflection upon clinical cases on medical students’ learning of scientific texts. It concludes that, relative to generating a differential diagnosis, deliberate reflection during practice with clinical cases fosters learning from a subsequently studied scientific text and promotes interest in the subject matter to a larger extent. It also suggests that the positive effect of reflection on learning is mostly a consequence of cognitive mechanisms, such as the activation of students’ prior knowledge.
|Award date||25 Jan 2023|
|Place of Publication||Rotterdam|
|Publication status||Published - 25 Jan 2023|