domain knowledge

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domain knowledge

Medical education A format for acquiring knowledge based on rote memorization of large blocks of information–eg, the findings of a particular disease. Cf Socratic method.
McGraw-Hill Concise Dictionary of Modern Medicine. © 2002 by The McGraw-Hill Companies, Inc.
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On average, ACT team members self-identified as expert in 2.7 knowledge domains. The self-assessments were relatively stable over time: 69 percent of cases reported no change in expertise over three waves, 22 percent had one change, and 9 percent had two changes.
On the knowledge domain difference between total and avearge score on ECC test were statistically significant (F = (2, 92) = 6.656, p = 0.002), according to nurses'working place, while there was no statistically significant difference according to working experience.
Because of the difference of knowledge attributes between creative knowledge domain and engineering knowledge domain, this paper classifies product design knowledge during the following research.
Generally speaking, in acquiring knowledge domains in parallel, people are likely to shape their knowledge structures in the context of unrelated information but the next moment may also shape them in the context of related information.
In this section, we present an example use of the EMP ontology in the knowledge domain of Object Oriented Programming (Java).
(4) Ranking of importance of information related to the knowledge domain "Exposure to toxicants." (B) Each knowledge element within the domain ranked by the demographics of specific employment sectors (left) and years of experience of the survey participants (right).
* Provide access to the existing body of knowledge that is relevant to the knowledge domain that the community of practice focuses on.
In terms of the knowledge domain, it was observed that 16% of the respondents strongly agreed with the notion that "their facility supports the use of current research in practice", while 46% only agreed with this notion.
The relation between knowledge domain and conceptions has been the object of various studies also with controversial results.
It synthesizes the insight from reflecting, participating, and research finding on different professional knowledge domain like, content knowledge, pedagogical content knowledge and the other knowledge mentioned here as the professional competencies.
However, no difference was found between these groups in the knowledge domain. This demonstrates that all of the respondents, regardless of their specialty, encountered difficulties in regard to knowledge (i.e., diagnosis and management of child and adolescent abuse).
Consequently the resultant classifications of new incoming texts often do not align well to the knowledge domain they are supposed to concern.
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