Abstract
Students' new knowledge is gradually built up in the context of the task for which it is required and consolidated by applying it to clinical cases. As students see more and more clinical cases the knowledge emerges from an associative mesh of different levels of understanding. During tutorial clinical teaching, residents should be gradually exposed to an increasing range of real-world learning tasks and increasing levels of complexity. This exposure allows them to gradually develop shortcuts in the retrieval of their knowledge. This commentary provides a rationale for the construction of knowledge and the pivotal role that clinical tutorial teaching plays in this task.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: European journal of dental education : official journal of the Association for Dental Education in Europe
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
