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BACKGROUND The formal and explicit teaching of clinical reasoning is rarely undertaken in medical schools despite widespread recognition that knowledge acquisition alone may be insufficient to develop good clinical judgement. Previous work studying the effects of such teaching is inconclusive. DESIGN AND METHODS A controlled observational study of 4th(More)
A retrospective review of all adult medical in-patient hospital records in one health district (adult population 378,000) was performed over three consecutive years. Yearly age-standardised rates for emergency admissions were calculated and compared between sections of the population with differing access to hospital beds. Confounding and other explanatory(More)
Low birthweight is associated with insulin resistance and other insulin resistance-related phenotypes: diabetes, hypertension, and vascular disease in later life. The underlying mechanism is unclear. The foetal insulin hypothesis proposes that a single genetic predisposition to beta cell dysfunction/insulin resistance results in both reduced(More)
pected disease is common or not, and whether the findings tend to support or discount this hypothesis. Such intuitive procedures may be, and often are, seriously biased1. It would be preferable to employ an open system where all the assumptions about diagnostic reasoning, and the way in which they are combined, are made quite explicit. Bayes theorem2(More)
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