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BACKGROUND From the perspective of the cognitive mediational paradigm, we focus in this study on students' conceptions of the relationship between instructional interventions and learning: 'instructional knowledge'. AIMS Task perception has been investigated as a procedural manifestation of instructional knowledge. Four research questions directed the(More)
OBJECTIVE Enormous amounts of healthcare data are becoming increasingly accessible through the large-scale adoption of electronic health records. In this work, structured and unstructured (textual) data are combined to assign clinical diagnostic and procedural codes (specifically ICD-9-CM) to patient stays. We investigate whether integrating these(More)
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