1. Nuland SB. How we die: reflection on life’s final chapter. New York: Vintage Books; 1994.
2. Croskerry P. A universal model of diagnostic reasoning. Acad Med. 2009; 84(8):1022-8.
3. Eva KW. What every teacher needs to know about clinical reasoning. Med Educ. 2005; 39(1):98-106.
4. Charlin B, Lubarsky S, Millette B, Crevier F, Audétat MC, Charbonneau A, et al. Clinical reasoning processes: unravelling complexity through graphical representation. Med Educ. 2012; 46(5):454-63.
5. Norman G. Research in clinical reasoning: past history and current trends. Med Educ. 2005; 39(4):418-27.
6. Newman-Toker DE, Pronovost PJ. Diagnostic reasoning-the next frontier for patient safety. JAMA. 2009; 301(10):1060-2.
7. Shojania KG, Burton EC, McDonald KM, Goldman L.Changes in rates of autopsy-detected diagnostic errors over time: a systematic review. JAMA. 2003; 289(21):2849-56.
8. Croskerry P. Critical thinking and decision making: avoiding the perils of thin-slicing. Ann Emerg Med.2006; 48(6):720-2.
9. Neufeld VR, Norman GR, Feightner JW, Barrows HS. Clinical problem solving by medical students: across-sectional and longitudinal analysis. Med Educ. 1981; 15(5):315-22.
10. Risen J, Gilovich T, Sternberg RJ, Halpern D, Roediger H. Informal logical fallacies. In: Sternberg RJ, Roediger HL, Halpern DF, editors. Critical thinking in psychology. New York: Cambridge University Press; 2007. P. 110-30.
11. Landrigan CP, Rothschild JM, Cronin JW, Kaushal R, Burdick E, Katz JT, et al. Effect of reducing interns’work hours on serious medical errors in intensive care units. N Engl J Med. 2004; 351(18):1838-48.
12. Elstein AS, Schulman LS, Sprafka SA. Medical problem solving: an analysis of clinical reasoning.Cambridge: Harvard University Press; 1978. P.49-59.
13. Coderre S, Mandin H, Harasym PH, Fick GH.Diagnostic reasoning strategies and diagnostic success. Med Educ. 2003; 37(8):695-703.
14. Rajkomar A, Dhaliwal G. Improving diagnostic reasoning to improve patient safety. Perm J. 2011;15(3):68-73.
15. Bowen JL. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med. 2014;355(21):2217-25.
16. Norman G. Building on experience-the development of clinical reasoning. N Engl J Med. 2006; 355(21):2251-2.
17. Wigton RS, Patel KD, Hoellerick VL. The effect of feedback in learning clinical diagnosis. J Med Educ.1986; 61(10):816-22.
18. Ark T, Brooks LR, Eva KW. The best of both worlds:adoption of a combined (analytic and non- analytic) reasoning strategy improves diagnostic accuracy relative to either strategy in isolation. Presented at the Annual Meeting at the Association of American Medical Colleges; Boston, MA; 6 November 2004.
19. Eva KW, Brooks LR, Norman GR. Forward reasoning as a hallmark of expertise in medicine:logical, psycho- logical and phenomenological inconsistencies. Adv Psychol Res. 2002; 8:41-69.
20. Eva KW, Neville AJ, Norman GR. Exploring the aetiology of content specificity: factors influencing analogic transfer and problem solving. Acad Med.1998; 73:1-5.
21. Moulton CA, Regehr G, Mylopoulus M, MacRae HM.Slowing down when you should: a new model of expert judgement. Acad Med. 2007; 82(10Suppl):S109-16.
22. Delany C, Golding C. Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators. BMC Med Educ. 2014; 14:20.
23. Barrows HS, Tamblyn RM. Problem-based learning an approach to medical education. New York Springer Publishing; 1980. P. 3077-80.
24. Barrows HS. Problem-based, self-directed learning JAMA. 1983; 250(22):3077-80.
25. Patel VL, Evans DA, Groen GJ. Reconciling basic science and clinical reasoning. Teach Learn Med In J. 1989; 1(3):116-21.
26. Goss B, Reid K, Dodds A, McColl G. Comparison of medical students’ diagnostic reasoning skills in a traditional and a problem based learning curriculum. Int J Med Educ. 2011; 2:87-93.
27. Amjad A. Clinical diagnostic reasoning and the curriculum: a medical student’s perspective. Med Teach. 2008; 30(4):426-7.
28. Fyrenius A, Bergdahl B, Silen C. Lectures in problem-based learning--why, when and how? An example of interactive lecturing that stimulate meaningful learning. Med Teach. 2005; 27(1):61-5
29. Mandin H, Harasym P, Eagle C, Watanabe M .Developing a ‘clinical presentation’ curriculum at the University of Calgary. Acad Med. 1995 .70(3):186-93.
30. Page G, Bordage G, Allen T. Developing key-featur problems and examinations to assess clinica decision-making skills. Acad Med. 1995; 70(3)194-201.
31. General Medical Council. Tomorrow’s doctors recommendations on undergraduate medical education. London: General Medical Council; 2002
32. O’Neill PA, Metcalfe D, David TJ. The core content of the undergraduate curriculum in Manchester. Med Educ. 1999; 33(2):121-9.
33. Medical Council Medical Education. Training and practice in Ireland 2008-2013 a progress report. Dublin: Medical Council; 2014.
34. Graber ML. The incidence of diagnostic error in medicine. BMJ Qual Saf. 2013; 22:ii21-7.
35. Monteiro S, Norman G. Diagnostic reasoning: where we’ve been, where we’re going. Teach Learn Med.2013; 25(Suppl 1):S26-32.
36. Ericsson KA, Krampe RT, Tesct-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993; 100(3):363-406.
37. Croskerry P. Cognitive forcing strategies in clinical decision making. Ann Emerg Med. 2003; 41(1).110-20.
38. Ely JW, Graber ML, Croskerry P. Checklists to reduce cognitive errors. Acad Med. 2011; 86(3).307-13.