Correlation of anatomy and medical imaging is foundational to radiology (medicine). Experts do this well, but we have little understanding of how they learn to do so. Knowing where our novices' understanding begins in making this correlation can aid us in helping them transition to being experts. Studying how experts and novices make these correlations is challenging because of the lack of an efficient and direct way to make/observe how this task is performed. Simulation in healthcare has provided opportunities to learn about clinical conditions/treatments and acquire new skills in a safe environment that is not possible in direct patient care. Building upon this model, I developed a simulation tool that incorporates medical imaging with the physical examination to directly investigate this correlation. With this simulation tool and specifically designed clinical interview, access to thought processes and context of these thoughts were gained during specific tasks novices and experts performed while correlating the physical exam and medical imaging. The participants localized a target image within the body, assessed the correctness of a peer localization of a target image and the normality of an anatomical structure, and evaluated the safety of a biopsy approach. A mixed methods approach kept the research question central to the investigation. Experts were faster than novices when localizing a target image in the simulation, and used fewer movements. Experts approached each event from a clinical perspective drawing upon past experience, whereas novices evaluated each event in literal context. Novices often used non-anatomic cues and incorrect terminology, and experts recognized meaningful patterns not noticed by novices. Although experts and novices had differences, they demonstrate similar skills in recognizing correctness in peer assessments. I attribute this to differences in recall and recognition. Recognition is easier than recall because it bypasses the retrieval process.The cognitive differences in novices/experts provide meaningful insight in the development of educational programs that promote learning. This work indicates the importance of teaching anatomy, physical examination and imaging together. Furthermore, novices' prior knowledge/experience can aid in the recognition of related concepts within a domain. These factors should be capitalized upon when developing new curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]