M S M T A P Group’s scientific contributions

... This occurs through a process that can formally be characterized as argumentation, involving hypothesis, claims supported by evidence, rebuttal of potential counter-claims, and preliminary professional judgment (Cope et al. 2013, Gillies and Khan 2009, Toulmin 2003, van Eemeren, Grootendorst and Henkemans 2002. Typical media for clinical case analysis are case textbooks (Geha and Notarangelo 2016), project-based learning (Greeno 1998), team-based learning (Michaelsen and Sweet 2008), and oral-discussion of cases in situ in medical contexts. Each of these media has its limitations: textbooks tend to transmit knowledge more than encourage active problem solving and professional collaboration (Boulos, Maramba and Wheeler 2006); projectbased learning is difficult and expensive to assess given the complexity of the artifacts created, and often the lack of explicit clarity in their documentation (Kreijns, Kirschner and Jochems 2003); and in-situ oral engagements are ephemeral where most interactions are invisible to the instructor, and leaving few analyzable traces of the participants' thinking processes (Artino et al. 2014). ...

Reference:

Maps of Medical Reason: Applying Knowledge Graphs and Artificial Intelligence in Medical Education and Practice

... One path leads to researchers such as Kiverstein and Rietveld (2018), who seek an ecologically enactive synthesis. Through the notions of affordance, constraints, and invariants, Greeno (1998) also attempted to construct a dynamic, relational, ecological view of knowledge, problem solving, skillful performance, and learning. He is correct in claiming that problem solving is a matter of understanding the affordances of the immediate goals for a skillful agent. ...

Reference:

Agent-environment interaction perspectives to embodied skilled action: driving beyond information-processing models