Silvia Mamede

Summary

Country: Brazil

Publications

  1. ncbi Correlates of reflective practice in medicine
    Silvia Mamede
    Innovare Institute, Centre of Educational Development, Medical School, Federal University of Ceara, Fortaleza, Brazil
    Adv Health Sci Educ Theory Pract 10:327-37. 2005
  2. ncbi Innovations in problem-based learning: what can we learn from recent studies?
    Silvia Mamede
    Innovare Institute, Av Alvaro Correia, 455, 802 A, Fortaleza, CEP 60 165 230, Ceara, Brazil
    Adv Health Sci Educ Theory Pract 11:403-22. 2006
  3. ncbi Diagnostic errors and reflective practice in medicine
    Silvia Mamede
    Innovare Institute, Fortaleza, Ceara, Brazil
    J Eval Clin Pract 13:138-45. 2007
  4. ncbi The structure of reflective practice in medicine
    Silvia Mamede
    Innovare Institute, Fortaleza, Ceara, Brazil
    Med Educ 38:1302-8. 2004
  5. ncbi Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning
    Silvia Mamede
    Center for Research Development, School of Public Health of the State of Ceará, Fortaleza, Brazil
    Med Educ 41:1185-92. 2007
  6. doi How can students' diagnostic competence benefit most from practice with clinical cases? The effects of structured reflection on future diagnosis of the same and novel diseases
    Silvia Mamede
    Dr Mamede is associate professor, Institute of Medical Education Research Rotterdam, Erasmus Medical Centre, and Associate Professor, Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands Dr van Gog is professor, Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands Dr Moura is assistant professor, Department of Medical Education Development, Medical School, José do Rosário Vellano University UNIFENAS, Belo Horizonte, Brazil Dr de Faria is assistant professor, Department of Medical Education Development, Medical School, José do Rosário Vellano University UNIFENAS, Belo Horizonte, Brazil Dr Peixoto is assistant professor, Department of Medical Education Development, Medical School, José do Rosário Vellano University UNIFENAS, Belo Horizonte, Brazil Dr Schmidt is professor, Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
    Acad Med 89:121-7. 2014
  7. doi Reflection as a strategy to foster medical students' acquisition of diagnostic competence
    Silvia Mamede
    Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
    Med Educ 46:464-72. 2012

Collaborators

Detail Information

Publications7

  1. ncbi Correlates of reflective practice in medicine
    Silvia Mamede
    Innovare Institute, Centre of Educational Development, Medical School, Federal University of Ceara, Fortaleza, Brazil
    Adv Health Sci Educ Theory Pract 10:327-37. 2005
    ..Factors associated to reflective practice among physicians have, as far as we know, not yet been explored by empirical study...
  2. ncbi Innovations in problem-based learning: what can we learn from recent studies?
    Silvia Mamede
    Innovare Institute, Av Alvaro Correia, 455, 802 A, Fortaleza, CEP 60 165 230, Ceara, Brazil
    Adv Health Sci Educ Theory Pract 11:403-22. 2006
    ..The contributions provided by the papers are discussed in the light of pertinent literature and also in relation to their companion articles in this issue when indicated...
  3. ncbi Diagnostic errors and reflective practice in medicine
    Silvia Mamede
    Innovare Institute, Fortaleza, Ceara, Brazil
    J Eval Clin Pract 13:138-45. 2007
    ..The literature has indicated the capability of critically reflecting upon one's own practice as a key requirement for developing and maintaining medical expertise throughout life...
  4. ncbi The structure of reflective practice in medicine
    Silvia Mamede
    Innovare Institute, Fortaleza, Ceara, Brazil
    Med Educ 38:1302-8. 2004
    ..However, to our knowledge no empirical research has been conducted to date into the nature of reflective practice in medicine...
  5. ncbi Breaking down automaticity: case ambiguity and the shift to reflective approaches in clinical reasoning
    Silvia Mamede
    Center for Research Development, School of Public Health of the State of Ceará, Fortaleza, Brazil
    Med Educ 41:1185-92. 2007
    ..This paper reports a study aimed at exploring these conditions by investigating the effects of ambiguity of clinical cases on clinical reasoning...
  6. doi How can students' diagnostic competence benefit most from practice with clinical cases? The effects of structured reflection on future diagnosis of the same and novel diseases
    Silvia Mamede
    Dr Mamede is associate professor, Institute of Medical Education Research Rotterdam, Erasmus Medical Centre, and Associate Professor, Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands Dr van Gog is professor, Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands Dr Moura is assistant professor, Department of Medical Education Development, Medical School, José do Rosário Vellano University UNIFENAS, Belo Horizonte, Brazil Dr de Faria is assistant professor, Department of Medical Education Development, Medical School, José do Rosário Vellano University UNIFENAS, Belo Horizonte, Brazil Dr Peixoto is assistant professor, Department of Medical Education Development, Medical School, José do Rosário Vellano University UNIFENAS, Belo Horizonte, Brazil Dr Schmidt is professor, Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
    Acad Med 89:121-7. 2014
    ..How to enhance learning from practice remains unknown. This study investigated the effects of reflection on cases compared with generating a single or differential diagnosis...
  7. doi Reflection as a strategy to foster medical students' acquisition of diagnostic competence
    Silvia Mamede
    Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands
    Med Educ 46:464-72. 2012
    ..The aim of this study was to investigate the effects of structured reflection compared with the generation of immediate or differential diagnosis while practising with clinical cases on learning clinical diagnosis...