Patel V L, Groen G J
Centre for Medical Education, McGill University, Montreal, Quebec, Canada.
Med Educ. 1991 Nov;25(6):527-35. doi: 10.1111/j.1365-2923.1991.tb00106.x.
This paper is concerned with the difficulties in integrating the results of recent cognitive research on expert-novice in clinical reasoning. The focus is on the issue of stage theories as a means of achieving such integration. Objections to the use of such theories in developmental psychology are reviewed. In light of these objections, it is argued that it is important to distinguish between stage theories and stage-like phenomena. It is concluded that a stage theory is not likely to provide adequate integration. Some alternative explanations, which include both cognitive and non-cognitive factors, are discussed.
本文关注的是在整合近期关于临床推理中专家-新手的认知研究结果时所面临的困难。重点在于阶段理论作为实现这种整合的一种手段的问题。回顾了对在发展心理学中使用此类理论的反对意见。鉴于这些反对意见，有人认为区分阶段理论和类似阶段的现象很重要。得出的结论是，阶段理论不太可能提供充分的整合。还讨论了一些包括认知和非认知因素在内的替代解释。
