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The interactions of experience, impl...

The University of Wisconsin - Madison.

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The interactions of experience, implicit knowledge and reflection in learning to diagnose Lyme disease.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The interactions of experience, implicit knowledge and reflection in learning to diagnose Lyme disease./
Author:	Bakken, Lori Lynn Schiller.
Description:	228 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4028.
Contained By:	Dissertation Abstracts International59-11A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9839370
ISBN:	9780599107953

The interactions of experience, implicit knowledge and reflection in learning to diagnose Lyme disease.
Bakken, Lori Lynn Schiller.

The interactions of experience, implicit knowledge and reflection in learning to diagnose Lyme disease. - 228 p.

Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4028.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1998.

The purpose of this study was to explore how physicians learn in the context of diagnosing Lyme disease so that a theory could be developed to identify variables that can be used to develop educational programs that would facilitate the diagnosis of Lyme disease. Nine physicians were interviewed and their transcripts were analyzed using grounded theory methodology. Findings suggested that physicians who diagnose Lyme disease draw from experiences that are repetitive, similar and counter (oppositional). These types of experiences incorporate implicit knowledge and reflection in ways that allow physicians to be comfortable with their ability to diagnose Lyme disease. Furthermore, these experiences enhance physicians' wisdom to diagnose Lyme disease through a life-long learning process. Implications are suggested for continuing medical education, patient education, educational research and evidence-based medicine.

ISBN: 9780599107953Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The interactions of experience, implicit knowledge and reflection in learning to diagnose Lyme disease.
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020 $a 9780599107953
035 $a (UMI)AAI9839370
035 $a AAI9839370
040 $a UMI $c UMI
100 1 $a Bakken, Lori Lynn Schiller. $3 1034227
245 1 4 $a The interactions of experience, implicit knowledge and reflection in learning to diagnose Lyme disease.
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4028.
500 $a Supervisor: Alan B. Knox.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1998.
520 $a The purpose of this study was to explore how physicians learn in the context of diagnosing Lyme disease so that a theory could be developed to identify variables that can be used to develop educational programs that would facilitate the diagnosis of Lyme disease. Nine physicians were interviewed and their transcripts were analyzed using grounded theory methodology. Findings suggested that physicians who diagnose Lyme disease draw from experiences that are repetitive, similar and counter (oppositional). These types of experiences incorporate implicit knowledge and reflection in ways that allow physicians to be comfortable with their ability to diagnose Lyme disease. Furthermore, these experiences enhance physicians' wisdom to diagnose Lyme disease through a life-long learning process. Implications are suggested for continuing medical education, patient education, educational research and evidence-based medicine.
590 $a School code: 0262.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Health Sciences, Education. $3 1017921
690 $a 0350
690 $a 0516
710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 59-11A.
790 $a 0262
790 1 0 $a Knox, Alan B., $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9839370