{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,13]],"date-time":"2026-06-13T23:14:26Z","timestamp":1781392466723,"version":"3.54.1"},"reference-count":36,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2010,2,11]],"date-time":"2010-02-11T00:00:00Z","timestamp":1265846400000},"content-version":"vor","delay-in-days":6525,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Cognitive Science"],"published-print":{"date-parts":[[1992,4]]},"abstract":"<jats:p>In two studies the role of biomedical knowledge in the diagnosis of clinical cases was explored. Experiment 1 demonstrated a decrease in the use of biomedical knowledge with increasing expertise. This result appeared to be at variance with some findings reported in the literature (e.g., Lesgold, 1984), but supported those of others (e.g., Patel, Evans, &amp; Groen, 1989). In Experiment 2, three possible explanations for this phenomenon were investigated: (1) rudimentation of biomedical knowledge, (2) inertia, and (3) encapsulation of biomedical knowledge under higher order concepts. Using a combined think\u2010aloud and post\u2010hoc explanation methodology, it was shown that experts have more in\u2010depth biomedical knowledge than novices and subjects at intermediate levels of expertise. The findings generally support a three\u2010stage model of expertise development in medicine consisting of acquisition of biomedical knowledge, practical experience, and integration of theoretical and experiental knowledge resulting in knowledge encapsulation.<\/jats:p>","DOI":"10.1207\/s15516709cog1602_1","type":"journal-article","created":{"date-parts":[[2005,8,6]],"date-time":"2005-08-06T01:10:15Z","timestamp":1123290615000},"page":"153-184","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":399,"title":["On the Role of Biomedical Knowledge in Clinical Reasoning by Experts, Intermediates and Novices"],"prefix":"10.1111","volume":"16","author":[{"given":"Henny P.A.","family":"Boshuizen","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Henk G.","family":"Schmidt","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2010,2,11]]},"reference":[{"key":"e_1_2_1_2_1","first-page":"1","article-title":"Conduites intellectuelles et activite technique [Intellectual behaviors and technical activity]","volume":"12","author":"Ackermann W.","year":"1963","journal-title":"Bulletin CERP"},{"key":"e_1_2_1_3_1","volume-title":"The architecture of cognition","author":"Anderson J.R.","year":"1983"},{"key":"e_1_2_1_4_1","volume-title":"Cognitive psychology and its implications","author":"Anderson J.R.","year":"1985"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.94.2.192"},{"key":"e_1_2_1_6_1","volume-title":"Integration of biomedical and clinical knowledge in medical students","author":"Boshuizen H.P.A.","year":"1991"},{"key":"e_1_2_1_7_1","volume-title":"Model\u2010driven knowledge acquisition: Interpretation models","author":"Breuker J.","year":"1987"},{"key":"e_1_2_1_8_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15516709cog0502_2"},{"key":"e_1_2_1_9_1","unstructured":"Collins A.(1990 April).Generalizing from situated knowledge to robust understanding.Paper presented at the Annual Conference of the American Educational Research Association Boston MA ."},{"key":"e_1_2_1_10_1","volume-title":"Knowing, learning and instruction: Essays in honor of Robert Glaser","author":"Collins A.","year":"1989"},{"key":"e_1_2_1_11_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15516709cog1404_4"},{"key":"e_1_2_1_12_1","volume-title":"Protocol analysis: Verbal reports as data","author":"Ericsson K.A.","year":"1984"},{"key":"e_1_2_1_13_1","volume-title":"Tutorials in problem\u2010based learning: A new direction in teaching the health professions","author":"Feltovich P.J.","year":"1984"},{"key":"e_1_2_1_14_1","volume-title":"Readings in medical artificial intelligence: The first decade","author":"Feltovich P.J.","year":"1984"},{"key":"e_1_2_1_15_1","unstructured":"Hassebrock F. &Prietula M.J.(1986 October).A protocol\u2010based coding scheme for the analysis of medical reasoning.Paper presented at the Eighth Annual Meeting of the Society for Medical Decision Making Chicago IL ."},{"key":"e_1_2_1_16_1","doi-asserted-by":"crossref","first-page":"31","DOI":"10.1177\/0272989X9001000107","article-title":"Domain knowledge and hypothesis generation in diagnostic reasoning","volume":"10","author":"Joseph G\u2010M.","year":"1990","journal-title":"Journal of Medical Decision Making"},{"key":"e_1_2_1_17_1","unstructured":"Kaufman D. &Patel V.L.(1988 August).Interactive medical problem solving in the context of a clinical interview: The nature of expertise. 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