Download Achieving Excellence in Medical Education (2006, 2007) by Richard B. Gunderman PDF

By Richard B. Gunderman

Supplying theoretical insights and useful feedback, attaining Excellence in scientific schooling explores an important query dealing with clinical educators and newbies: what's our imaginative and prescient of academic excellence and what will be performed to reinforce functionality? insurance comprises: assets for selling excellence in scientific schooling, delivers and pitfalls of latest academic applied sciences, and clinical education’s function in getting ready destiny leaders.

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Memory All of us have had the experience of trying to recall the name of a particular disease and feeling as though it were on the tip of our tongue, yet being unable to do so. Then, later in the day, while working on something else, the correct term suddenly springs effortlessly to mind. Such experiences remind us not only of our great reliance on memory, but what a mysterious thing it can seem to be. In such moments, it is important that we take the opportunity to study our memories in action, because it can afford deep insight into the underlying processes of human cognition.

This is not to say that experts cannot understand learners better than anyone, but only that they do not always do so. For one thing, expertise in education itself can be quite valuable in the development of educational excellence. People who understand learning may be better equipped to teach than people who do not. The same might go for curriculum design, the development of new instructional techniques, and the assessment of learning. Although medical education clearly enjoys the services of many people who seem to be born educators, it is likely that everyone, even the best among us, could do a better job of teaching if we knew more about our 26 Achieving Excellence in Medical Education students and how they learn.

One domain in which this ability is crucial is distinguishing between normal and abnormal findings. This applies to the assessment of mental status, the interpretation of chest radiographs, and the auscultation of the heart. It is probably an oversimplification to say that this is a simple process of template matching, comparing the finding at hand to mental models until a match is found. After all, no two physical examination findings are ever exactly alike. It is more likely that prototypes in our long-term memory are brought to mind until a closest fit is identified.

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