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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
Procedural Knowledge, also known as Interpretive knowledge, is the type of knowledge in which it clarifies how a particular thing can be accomplished. It’s basically “how” you know to do something. The difference between procedural and declarative knowledge is presented in Table 26.1.
Patient Engagement in Safety
Published in Richard J. Holden, Rupa S. Valdez, The Patient Factor, 2021
Examples of patient-held information include explicit knowledge such as medication and treatment adherence status (e.g., I do not take my blood pressure medication every day); procedural knowledge such as self-care and information management processes and strategies (e.g., this is how I keep track of all my medications); tacit knowledge including physical and psychological baselines and deviations from them (e.g., I feel more fatigued in the last week than usual; the surgical site looks more irritated than it did yesterday); and symptom phenomenology(e.g., this is how I experience a migraine).
Professional Regulations
Published in Harrison Jamie, Rob Innes, Tim van Zwanenberg, Sir Denis Pereira Gray, The New GP Changing roles and the modern NHS, 2018
Personal knowledge consists of codified knowledge that has been transformed into a personalised form through use in practice, the procedural knowledge that supports skilled behaviour, the deliberative processes associated with clinical reasoning, and the experiential knowledge that the practitioner builds up from noticing recurring events (pattern recognition). Personal knowledge is highly individualised and not easily articulated. The professional is unaware of much of what they know.
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.
Teaching methods fostering enjoyment and creativity in medical education
Published in Journal of Community Hospital Internal Medicine Perspectives, 2021
Jonathan Kopel, Gregory Brower, John W. Culberson
Many medical students feel overwhelmed by the large amounts of information required to be learn. In general, learning in medical school includes two types of knowledge: factual and procedural knowledge [8]. Factual or conceptual knowledge includes all the basic science foundation for understanding the pathophysiology of disease, such as anatomy, physiology, and pharmacology [8]. In contrast, procedural knowledge includes the clinical and communication skills learned during clinical rotations [8]. These include skills such as taking a history and physical exam, inserting intravenous lines, and communicating with family members. Together, the “factual or conceptual knowledge covers ‘what’ information, whereas procedural knowledge covers ‘how’ and ‘why’ information [8]. In most cases, medical students learn through reading, summarizing, and testing to prove successful mastery in a given specialty [8]. To manage the large amount of information required, most medical students rely on a combination of taking multiple practice tests, active recall, and spaced repetition to maximize their retention [8]. In recent years, several schools have incorporated novel methods for improving memory retention in medical students during the preclinical and clinical years.
Integrating trans health knowledge through instructional design: preparing learners for a continent – not an island – of primary care with trans people
Published in Education for Primary Care, 2021
Kinnon R. MacKinnon, Hannah Kia, Nanky Rai, Alex Abramovich, J. J. H. Cheung
Knowledge integration and transfer refer to the notion that no knowledge is an island. Humans learn by making connections between prior knowledge and new knowledge; and often learn with the goal of transferring knowledge acquired in one context to another. Hence, when taking these concepts into account, instructional design is concerned foremost with developing integrated knowledge structures that enable learners’ transfer of learning. One strategy to support such expertise development calls for integrating two knowledge types: procedural and conceptual knowledge [16]. Procedural knowledge refers to knowing how to effectively perform the steps of a task or skill. Conceptual knowledge refers to knowing why these steps are performed in the prescribed manner. Integrated instruction that encourages learners to make cognitive connections between these knowledges – known as cognitive integration – improves the transfer of learning in a range of domains including clinical reasoning [17] and simulation-based procedural skills [18,19]. At the time of our writing, trans health education has yet to apply or evaluate cognitive integration and transfer to ensure that content is grasped within the broader context of primary care education – and later applied – by learners. Instead, competency-based trans health island prevails.