Using a conceptual framework during learning attenuates the loss of expert-type knowledge structure.

BMC Med Educ · 2006 · PMC1540414 · PMID 16848903

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did not reach statistical significancep = 0.2not close (p > 0.1)

There was a trend towards a greater number of students changing from expert-type to novice-type (12) than novice-type to expert-type (6), but the difference in discordant pairs did not reach statistical significance (p = 0.2).

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