Implications
This study will provide new knowledge about medical students’ learning and development of their scientific thought processes. This study, even at the international level, is a rare process, in which the learning and development of expertise of the same students is followed up at regular intervals from the beginning of the studies until graduation.
The above knowledge is the primary criterion for successful planning, implementation and evaluation of teaching. This study is part of regular teaching development process and will produce a wealth of knowledge about the development of medical expertise in long-term education.
The data attained from this study may also be drawn on when developing learning-based quality assessment methods.