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Analysis reveals significant oversight of semantics in medical training, suggesting vital implications for teaching methods.
Semantics (i.e. the science of “word versus meaning”) is overlooked during training as a medical student and/or as a medical teacher. In a seasoned teacher, repeated clarifications are ingrained enough to obviate any confusion. But as a student, if we recall our own situation in the past, or as a teacher, if we visualize current students’ viva outcomes or classroom experiences-the problem is immense.
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Rima Pathak (2025) studied this question.
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