Abstract
The paper addresses the problem of developing educational tools for teaching medical students a correct methodology for solving diagnostic problems. In particular, we advocate the adoption of a critiquing approach in the development of educational tools based on an explicit representation of clinical knowledge. A critiquing approach, in fact, forces a student to solve the particular diagnostic case in an autonomous way and allows the system to criticize the diagnostic process followed by the student. The paper reports the research efforts within the CAP (a Critiquing APproach) project: in particular, the general architecture of two systems (CAP1 and CAP2) is presented as well as the main modules constituting the systems. The paper concentrates on the discussion of the types of critiques that can be generated by the two systems.
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© 1991 Springer-Verlag Berlin Heidelberg
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Console, L., Conto, R., Molino, G., di Meana, V.R., Torasso, P. (1991). CAP: A Critiquing Expert System for Medical Education. In: Stefanelli, M., Hasman, A., Fieschi, M., Talmon, J. (eds) AIME 91. Lecture Notes in Medical Informatics, vol 44. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-48650-0_26
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DOI: https://doi.org/10.1007/978-3-642-48650-0_26
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-54144-8
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