Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education

Context  Many approaches to the study of expertise in medical education have their roots most strongly established in the traditional cognitive psychology literature. As such, they take a common approach to the construction of expertise and frame their questions in a common way. This paper reflects on a few of the paradigmatic assumptions that have ‘come along for the ride’ with the traditional cognitive approach, and explores what might have been left out as a consequence.

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