The more clearly the clinician comprehends the processes of clinical perception and of linking the experience with explanation, the more thoughtfully clinical students can be guided to construct an accurate 'clinical memory' of cases, and to construct a sound 'working knowledge' structure from their personal 'examined experience'. The structuring of the steps of clinical learning is intended as a check list to optimise their coverage, and as a framework for examining and codifying clinical working knowledge within which continuing education can be conducted.

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