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Items: 1 to 50 of 63

1.

Influence of negative emotions on residents' learning of scientific information: an experimental study.

Kremer T, Mamede S, van den Broek WW, Schmidt HG, Nunes MDPT, Martins MA.

Perspect Med Educ. 2019 Aug;8(4):209-215. doi: 10.1007/s40037-019-00525-8.

2.

It's the destination: diagnostic accuracy and reasoning.

Monteiro SD, Sherbino J, Schmidt H, Mamede S, Ilgen J, Norman G.

Adv Health Sci Educ Theory Pract. 2019 Jul 22. doi: 10.1007/s10459-019-09903-7. [Epub ahead of print]

PMID:
31332589
3.

Effects of deliberate reflection on diagnostic accuracy, confidence and diagnostic calibration in dermatology.

Costa Filho GB, Moura AS, Brandão PR, Schmidt HG, Mamede S.

Perspect Med Educ. 2019 Aug;8(4):230-236. doi: 10.1007/s40037-019-0522-5.

4.

Does providing the correct diagnosis as feedback after self-explanation improve medical students diagnostic performance?

Chamberland M, Setrakian J, St-Onge C, Bergeron L, Mamede S, Schmidt HG.

BMC Med Educ. 2019 Jun 11;19(1):194. doi: 10.1186/s12909-019-1638-3.

5.

Fostering novice students' diagnostic ability: the value of guiding deliberate reflection.

Mamede S, Figueiredo-Soares T, Elói Santos SM, de Faria RMD, Schmidt HG, van Gog T.

Med Educ. 2019 Jun;53(6):628-637. doi: 10.1111/medu.13829. Epub 2019 Mar 27.

6.

Effects of deliberate reflection on students' engagement in learning and learning outcomes.

Ribeiro LMC, Mamede S, de Brito EM, Moura AS, de Faria RMD, Schmidt HG.

Med Educ. 2019 Apr;53(4):390-397. doi: 10.1111/medu.13798. Epub 2019 Jan 24.

PMID:
30677157
7.

Evidence supporting dual-process theory of medical diagnosis: a functional near-infrared spectroscopy study.

Rotgans JI, Schmidt HG, Rosby LV, Tan GJS, Mamede S, Zwaan L, Low-Beer N.

Med Educ. 2019 Feb;53(2):143-152. doi: 10.1111/medu.13681. Epub 2018 Sep 26.

PMID:
30417416
8.

Factors underlying suboptimal diagnostic performance in physicians under time pressure.

ALQahtani DA, Rotgans JI, Mamede S, Mahzari MM, Al-Ghamdi GA, Schmidt HG.

Med Educ. 2018 Dec;52(12):1288-1298. doi: 10.1111/medu.13686. Epub 2018 Oct 10.

PMID:
30302783
9.

Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study.

Al Rumayyan A, Ahmed N, Al Subait R, Al Ghamdi G, Mohammed Mahzari M, Awad Mohamed T, Rotgans JI, Donmez M, Mamede S, Schmidt HG.

Perspect Med Educ. 2018 Apr;7(2):93-99. doi: 10.1007/s40037-018-0409-x.

10.

Inducing System-1-type diagnostic reasoning in second-year medical students within 15 minutes.

Rosby LV, Rotgans JI, Tan G, Low-Beer N, Mamede S, Zwaan L, Schmidt H.

Med Teach. 2018 Oct;40(10):1030-1035. doi: 10.1080/0142159X.2017.1418502. Epub 2018 Feb 8.

PMID:
29421975
11.

Effect of reflection on medical students' situational interest: an experimental study.

Ribeiro LMC, Mamede S, Moura AS, de Brito EM, de Faria RMD, Schmidt HG.

Med Educ. 2018 May;52(5):488-496. doi: 10.1111/medu.13491. Epub 2017 Dec 4.

PMID:
29205440
12.

Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners.

Montpetit-Tourangeau K, Dyer JO, Hudon A, Windsor M, Charlin B, Mamede S, van Gog T.

BMC Med Educ. 2017 Dec 1;17(1):238. doi: 10.1186/s12909-017-1076-z.

13.

Erratum to: The effect of self-explanation of pathophysiological mechanisms of diseases on medical students' diagnostic performance.

Peixoto JM, Mamede S, de Faria RMD, Moura AS, Santos SME, Schmidt HG.

Adv Health Sci Educ Theory Pract. 2017 Dec;22(5):1199. doi: 10.1007/s10459-017-9764-3. No abstract available.

PMID:
28224316
14.

The effect of self-explanation of pathophysiological mechanisms of diseases on medical students' diagnostic performance.

Peixoto JM, Mamede S, de Faria RMD, Moura AS, Santos SME, Schmidt HG.

Adv Health Sci Educ Theory Pract. 2017 Dec;22(5):1183-1197. doi: 10.1007/s10459-017-9757-2. Epub 2017 Jan 31. Erratum in: Adv Health Sci Educ Theory Pract. 2017 Feb 21;:.

PMID:
28144797
15.

The Causes of Errors in Clinical Reasoning: Cognitive Biases, Knowledge Deficits, and Dual Process Thinking.

Norman GR, Monteiro SD, Sherbino J, Ilgen JS, Schmidt HG, Mamede S.

Acad Med. 2017 Jan;92(1):23-30. doi: 10.1097/ACM.0000000000001421.

PMID:
27782919
16.

First-year medical students' naïve beliefs about respiratory physiology.

Badenhorst E, Mamede S, Abrahams A, Bugarith K, Friedling J, Gunston G, Kelly-Laubscher R, Schmidt HG.

Adv Physiol Educ. 2016 Sep;40(3):342-8. doi: 10.1152/advan.00193.2015.

17.

Effectiveness of an online Problem-Based learning curriculum for training family medical doctors in Brazil.

Tomaz JB, Mamede S, Filho JM, Roriz Filho Jde S, van der Molen HT.

Educ Health (Abingdon). 2015 Sep-Dec;28(3):187-93. doi: 10.4103/1357-6283.178605.

18.

Why patients' disruptive behaviours impair diagnostic reasoning: a randomised experiment.

Mamede S, Van Gog T, Schuit SC, Van den Berge K, Van Daele PL, Bueving H, Van der Zee T, Van den Broek WW, Van Saase JL, Schmidt HG.

BMJ Qual Saf. 2017 Jan;26(1):13-18. doi: 10.1136/bmjqs-2015-005065. Epub 2016 Mar 7.

PMID:
26951796
19.

Do patients' disruptive behaviours influence the accuracy of a doctor's diagnosis? A randomised experiment.

Schmidt HG, Van Gog T, Schuit SC, Van den Berge K, Van Daele PL, Bueving H, Van der Zee T, Van den Broek WW, Van Saase JL, Mamede S.

BMJ Qual Saf. 2017 Jan;26(1):19-23. doi: 10.1136/bmjqs-2015-004109. Epub 2016 Mar 7.

PMID:
26951795
20.

Does Time Pressure Have a Negative Effect on Diagnostic Accuracy?

ALQahtani DA, Rotgans JI, Mamede S, ALAlwan I, Magzoub ME, Altayeb FM, Mohamedani MA, Schmidt HG.

Acad Med. 2016 May;91(5):710-6. doi: 10.1097/ACM.0000000000001098.

PMID:
26826069
21.

Age-related decline and diagnostic performance of more and less prevalent clinical cases.

St-Onge C, Landry M, Xhignesse M, Voyer G, Tremblay-Lavoie S, Mamede S, Schmidt H, Rikers R.

Adv Health Sci Educ Theory Pract. 2016 Aug;21(3):561-70. doi: 10.1007/s10459-015-9651-8. Epub 2015 Nov 19.

PMID:
26584578
22.

How to improve the teaching of clinical reasoning: a narrative review and a proposal.

Schmidt HG, Mamede S.

Med Educ. 2015 Oct;49(10):961-73. doi: 10.1111/medu.12775. Review.

PMID:
26383068
23.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

Dyer JO, Hudon A, Montpetit-Tourangeau K, Charlin B, Mamede S, van Gog T.

BMC Med Educ. 2015 Mar 7;15:37. doi: 10.1186/s12909-015-0308-3.

24.

Self-explanation in learning clinical reasoning: the added value of examples and prompts.

Chamberland M, Mamede S, St-Onge C, Setrakian J, Bergeron L, Schmidt H.

Med Educ. 2015 Feb;49(2):193-202. doi: 10.1111/medu.12623.

PMID:
25626750
25.

Effects of 2 educational interventions on the management of hypertensive patients in primary health care.

Pimenta HB, Caldeira AP, Mamede S.

J Contin Educ Health Prof. 2014 Fall;34(4):243-51. doi: 10.1002/chp.21252.

PMID:
25530294
26.

Does medical students' diagnostic performance improve by observing examples of self-explanation provided by peers or experts?

Chamberland M, Mamede S, St-Onge C, Setrakian J, Schmidt HG.

Adv Health Sci Educ Theory Pract. 2015 Oct;20(4):981-93. doi: 10.1007/s10459-014-9576-7. Epub 2014 Dec 16.

PMID:
25504092
27.

Exploring lecturers' views of first-year health science students' misconceptions in biomedical domains.

Badenhorst E, Mamede S, Hartman N, Schmidt HG.

Adv Health Sci Educ Theory Pract. 2015 May;20(2):403-20. doi: 10.1007/s10459-014-9535-3. Epub 2014 Aug 7.

PMID:
25099944
28.

Effects of free, cued and modelled reflection on medical students' diagnostic competence.

Ibiapina C, Mamede S, Moura A, Elói-Santos S, van Gog T.

Med Educ. 2014 Aug;48(8):796-805. doi: 10.1111/medu.12435.

PMID:
25039736
29.

Reflection in diagnostic reasoning: what really matters?

Mamede S, Schmidt HG.

Acad Med. 2014 Jul;89(7):959-60. doi: 10.1097/ACM.0000000000000306. No abstract available.

30.

Conscious versus unconscious thinking in the medical domain: the deliberation-without-attention effect examined.

Bonke B, Zietse R, Norman G, Schmidt HG, Bindels R, Mamede S, Rikers R.

Perspect Med Educ. 2014 Jun;3(3):179-89. doi: 10.1007/s40037-014-0126-z.

31.

Exposure to media information about a disease can cause doctors to misdiagnose similar-looking clinical cases.

Schmidt HG, Mamede S, van den Berge K, van Gog T, van Saase JL, Rikers RM.

Acad Med. 2014 Feb;89(2):285-91. doi: 10.1097/ACM.0000000000000107.

32.

The twin traps of overtreatment and therapeutic nihilism in clinical practice.

Mamede S, Schmidt HG.

Med Educ. 2014 Jan;48(1):34-43. doi: 10.1111/medu.12264.

PMID:
24330115
33.

How can students' diagnostic competence benefit most from practice with clinical cases? The effects of structured reflection on future diagnosis of the same and novel diseases.

Mamede S, van Gog T, Sampaio AM, de Faria RM, Maria JP, Schmidt HG.

Acad Med. 2014 Jan;89(1):121-7. doi: 10.1097/ACM.0000000000000076.

34.

Why do doctors make mistakes? A study of the role of salient distracting clinical features.

Mamede S, van Gog T, van den Berge K, van Saase JL, Schmidt HG.

Acad Med. 2014 Jan;89(1):114-20. doi: 10.1097/ACM.0000000000000077.

35.

Students' self-explanations while solving unfamiliar cases: the role of biomedical knowledge.

Chamberland M, Mamede S, St-Onge C, Rivard MA, Setrakian J, Lévesque A, Lanthier L, Schmidt HG, Rikers RM.

Med Educ. 2013 Nov;47(11):1109-16. doi: 10.1111/medu.12253.

PMID:
24117557
36.

Cognitive debiasing 2: impediments to and strategies for change.

Croskerry P, Singhal G, Mamede S.

BMJ Qual Saf. 2013 Oct;22 Suppl 2:ii65-ii72. doi: 10.1136/bmjqs-2012-001713. Epub 2013 Aug 30.

37.

Cognitive debiasing 1: origins of bias and theory of debiasing.

Croskerry P, Singhal G, Mamede S.

BMJ Qual Saf. 2013 Oct;22 Suppl 2:ii58-ii64. doi: 10.1136/bmjqs-2012-001712. Epub 2013 Jul 23.

38.

From see one do one, to see a good one do a better one: learning physical examination skills through peer observation.

St-Onge C, Martineau B, Harvey A, Bergeron L, Mamede S, Rikers R.

Teach Learn Med. 2013;25(3):195-200. doi: 10.1080/10401334.2013.797342.

PMID:
23848324
39.

Effects of reviewing routine practices on learning outcomes in continuing education.

Mamede S, Loyens S, Ezequiel O, Tibiriçá S, Penaforte J, Schmidt H.

Med Educ. 2013 Jul;47(7):701-10. doi: 10.1111/medu.12153.

PMID:
23746159
40.

To observe or not to observe peers when learning physical examination skills; that is the question.

Martineau B, Mamede S, St-Onge C, Rikers RM, Schmidt HG.

BMC Med Educ. 2013 Apr 17;13:55. doi: 10.1186/1472-6920-13-55.

41.

Cognitive diagnostic error in internal medicine.

van den Berge K, Mamede S.

Eur J Intern Med. 2013 Sep;24(6):525-9. doi: 10.1016/j.ejim.2013.03.006. Epub 2013 Apr 6. Review.

PMID:
23566942
42.

Reflection as a strategy to foster medical students' acquisition of diagnostic competence.

Mamede S, van Gog T, Moura AS, de Faria RM, Peixoto JM, Rikers RM, Schmidt HG.

Med Educ. 2012 May;46(5):464-72. doi: 10.1111/j.1365-2923.2012.04217.x.

PMID:
22515754
43.

Accepting diagnostic suggestions by residents: a potential cause of diagnostic error in medicine.

van den Berge K, Mamede S, van Gog T, Romijn JA, van Guldener C, van Saase JL, Rikers RM.

Teach Learn Med. 2012;24(2):149-54. doi: 10.1080/10401334.2012.664970.

PMID:
22490096
44.

Exploring the role of salient distracting clinical features in the emergence of diagnostic errors and the mechanisms through which reflection counteracts mistakes.

Mamede S, Splinter TA, van Gog T, Rikers RM, Schmidt HG.

BMJ Qual Saf. 2012 Apr;21(4):295-300. doi: 10.1136/bmjqs-2011-000518. Epub 2012 Mar 2.

PMID:
22389021
45.

Consistency in diagnostic suggestions does not influence the tendency to accept them.

van den Berge K, Mamede S, van Gog T, van Saase J, Rikers R.

Can Med Educ J. 2012 Sep 30;3(2):e98-e106. eCollection 2012.

46.

The influence of medical students' self-explanations on diagnostic performance.

Chamberland M, St-Onge C, Setrakian J, Lanthier L, Bergeron L, Bourget A, Mamede S, Schmidt H, Rikers R.

Med Educ. 2011 Jul;45(7):688-95. doi: 10.1111/j.1365-2923.2011.03933.x.

PMID:
21649701
47.

Introduced species in the Pantanal: implications for conservation.

Alho CJ, Mamede S, Bitencourt K, Benites M.

Braz J Biol. 2011 Apr;71(1 Suppl 1):321-5.

48.

Effect of availability bias and reflective reasoning on diagnostic accuracy among internal medicine residents.

Mamede S, van Gog T, van den Berge K, Rikers RM, van Saase JL, van Guldener C, Schmidt HG.

JAMA. 2010 Sep 15;304(11):1198-203. doi: 10.1001/jama.2010.1276.

PMID:
20841533
49.

Changing doctors' behaviours: an educational program to disseminate a new clinical pathway for the hospital management of hip fractures in elderly patients in the Lazio Region, Italy.

Ciaschi A, Caprara A, Gillespie F, Furnari G, Mamede S.

J Eval Clin Pract. 2011 Aug;17(4):811-8. doi: 10.1111/j.1365-2753.2010.01496.x. Epub 2010 Jul 13.

PMID:
20630003
50.

Innovations in medical internship: benchmarking and application within the King Saud bin Abdulaziz University for Health Sciences.

Al-Moamary MS, Mamede S, Schmidt HG.

Educ Health (Abingdon). 2010 Apr;23(1):367. Epub 2010 Apr 17.

PMID:
20589608

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