By Richard B. Gunderman
A goldmine of theoretical insights and functional feedback, AchievingExcellence in clinical schooling, moment Edition explores the basic query dealing with clinical educators and newbies this present day: what's our imaginative and prescient of academic excellence, and what will we do to reinforce our performance?
Among the themes explored inside this up to date, attractive, informative, and thought-provoking textual content are:
• Education’s place as a concern of clinical schools
• Seminal academic insights from non-medical educators
• top practices of remarkable educators and learners
• can provide and pitfalls of latest academic technologies
• Key assets for selling excellence in scientific education
• clinical education’s position in getting ready destiny leaders
• management roles for clinical faculties in universities and society
Reviews of the 1st edition:
"This is an eloquent, quotable, and inspirational booklet that gives a template for "Achieving Excellence in clinical Education." - magazine of the yank clinical Association
"Gunderman is an entire educator, popular as a considerate and provocative instructor. . . i like to recommend his publication to division chairs, clerkship and residency software administrators, and schooling pros who're shaping the way forward for scientific education." - New England magazine of Medicine
Read Online or Download Achieving Excellence in Medical Education: Second Edition PDF
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Additional resources for Achieving Excellence in Medical Education: Second Edition
One of the most characteristic features of a physician expert is the habit of learning. The moment we stop learning is the moment we begin to become extinct. Moreover, learning is one of the most fulfilling aspects of a professional career, because learning is intrinsically enjoyable and enables us to do our jobs better. Memory Memory failures are universal. We bump into an old acquaintance, proceed to introduce the person to a companion, and then suddenly realize to our horror that we cannot recall the acquaintance’s name.
Shown a particular chess game in progress, an expert can often reproduce the position of most or all the pieces on the board after looking at it for only a second or so. By contrast, a novice might have great difficulty reproducing the position of more than a few pieces. However, the expert’s ability is limited in a particularly revealing way. Experts can only reproduce the position of the pieces when their position represents an actual game of chess. If the pieces are randomly positioned, the expert performs little better than the novice.
In a court room proceeding, questions can be posed in a leading fashion that tends to suggest a certain answer, independent of whether the suggested answer is correct. This form of memory lapse has precipitated grave consequences in legal cases concerning trauma and abuse, where witnesses have recalled events that never happened or happened quite differently from what they recall. The way in which questions are posed can particularly powerfully influence what children do and do not seem to recall.
Achieving Excellence in Medical Education: Second Edition by Richard B. Gunderman