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Use of Artificial Intelligence and Expert Systems in Pharmaceutical Applications
Published in Dilip M. Parikh, Handbook of Pharmaceutical Granulation Technology, 2021
Declarative Knowledge, also known as Descriptive knowledge, is thought of as “knowledge about” or the answers to the what, where, when, or who types of questions, rather than the “how.” Facts or rules for mathematical equations are all examples of declarative knowledge. Declarative knowledge is also usually explicit knowledge, meaning that you are consciously aware that you understand the information.
Instructional Approaches to Problems in Reading Comprehension of Dyslexics
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
The pre-test also included a questionnaire about strategies which could be used during reading. This questionnaire was used to determine the level of declarative knowledge of these strategies in the children. Data about the performance in reading comprehension were collected by several tests, one of which was a standardized doze-test. All tests were administered individually both before the program started (pre-test) and approximately one week after the intervention (post-test).
Curriculum: constructing a programme for learning
Published in Jane Doe, Teaching Made Easy, 2017
Healthcare workers often overvalue factual knowledge, and this can have a distorting effect on curriculum planning. Biggs17 defines various forms of knowledge: > declarative knowledge: — knowing about things— knowledge that we can declare to someone in writing or verbally> functioning knowledge: — knowledge that we put to work in problem solving, analysing or designing something, or in making an argument.
Surgical declarative knowledge learning: concept and acceptability study
Published in Computer Assisted Surgery, 2022
A. Huaulmé, G. Dardenne, B. Labbe, M. Gelin, C. Chesneau, J. M. Diverrez, L. Riffaud, P. Jannin
Learning and training are key to ensuring quality in medicine and surgery. Trainee surgeons have to digest a huge amount of knowledge before being allowed to practice. Such knowledge comes usually from literature, observations in the operating room, and from experts [1]. Such knowledge is mainly divided into two types [2]: Declarative knowledge which can be characterized as ‘knowing what’, for example, anatomy, physiology, pathology, the identity of particular surgical instruments and their functions, …Procedural knowledge which can be characterized as ‘knowing how’, that is, how to execute a specific action in a particular situation to reach a specific goal.
Knowledge of sex and gender and related information needs in patients with traumatic brain injury: in-depth interview study
Published in Disability and Rehabilitation, 2021
Tatyana Mollayeva, Caterina Bordignon, Maryam Ishtiaq, Heather Colquhoun, Andrea D’Souza, Patrick Archambault, John Lewko, Enrico Quilico, Angela Colantonio
This work reports the findings of a study that explored patients’ knowledge and information needs with regards to sex and gender effects on the course of TBI and recovery. For the purpose of this study, we refer to knowledge as an understanding or awareness of facts and information, as well as the skills that are acquired through experience and education, which is comprised of declarative and procedural knowledge [20]. Declarative knowledge refers to facts or information that are stored in one’s memory, meaning one is consciously aware of the information. Procedural knowledge is exhibited in performance; it is the knowledge one uses in real life [20]. In the context of the topic under study, declarative knowledge refers to understanding of the difference between sex and gender and procedural knowledge refers to expressing the health and societal implications of both.
Clinical reasoning as a threshold skill
Published in Medical Teacher, 2019
Ralph Pinnock, Megan Anakin, Madelyne Jouart
In an emerging line of research, the term “threshold skills” has been proposed to describe skills required to learn computing (Sanders et al. 2012, 2017; Thomas et al. 2012). Five features of threshold skills were identified from interviews with students about how they learn computing skills (Sanders et al. 2012). The first feature is “transformative.” When students have the requisite contextual knowledge, they can perform the skill. Transformation occurs as they acquire further contextual knowledge and they start to perform the skill in a more effective and efficient way. The second feature is “troublesome.” Troublesomeness is related to the foreign nature of the knowledge required to perform the skill and unfamiliarity with the skill itself. The third feature is “irreversible.” Irreversibility involves the reorganization of knowledge that becomes permanent (difficult to unlearn). The fourth feature is “integrative.” Integration brings together different aspects of a subject. There is an integration of the declarative knowledge (“knowledge of”) with the procedural knowledge (“knowledge how”). The fifth feature is an “association with practice.” Threshold skills are learnt through repeated practice and require practice to be sustained.