Intuition And Metacognition In Medical Education

From Mark Quirk, recipient of the 2006 Society of Teachers of Family Medicine's Excellence in Education award, comes the latest on improving medical education. In this volume, Quirk explores metacognition, the idea that we can think about the way we or other people think, and thus gain a better understanding of ourselves, our own cognitive processes, and the patients we seek to help. Written for medical educators--from medical school faculty to residents--this book will help you teach your students and interns how to extrapolate lessons from experience and integrate learning and practice. It will help them to think more clearly and thoroughly about what they read, hear, and learn on a day-to-day basis and thus become more informed and humanistic doctors.

From Mark Quirk, recipient of the 2006 Society of Teachers of Family Medicine's Excellence in Education award, comes the latest on improving medical education. In this volume, Quirk explores metacognition, the idea that we can think about the way we or other people think, and thus gain a better understanding of ourselves, our own cognitive processes, and the patients we seek to help. Written for medical educators--from medical school faculty to residents--this book will help you teach your students and interns how to extrapolate lessons from experience and integrate learning and practice. It will help them to think more clearly and thoroughly about what they read, hear, and learn on a day-to-day basis and thus become more informed and humanistic doctors.

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. “The authors provide us with a masterful reconceptualization of medical education that challenges traditional notions about teaching and learning. The book critiques current practices and offers new approaches to medical education based upon sociocultural research and theory. This thought provoking narrative advances the case for reform and is a must read for anyone involved in medical education.” - David M. Irby, PhD, Vice Dean for Education, University of California, San Francisco School of Medicine; and co-author of Educating Physicians: A Call for Reform of Medical School and Residency "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions Education.

A curious ambiguity surrounds errors in professional working contexts: they must be avoided in case they lead to adverse (and potentially disastrous) results, yet they also hold the key to improving our knowledge and procedures. In a further irony, it seems that a prerequisite for circumventing errors is our remaining open to their potential occurrence and learning from them when they do happen. This volume, the first to integrate interdisciplinary perspectives on learning from errors at work, presents theoretical concepts and empirical evidence in an attempt to establish under what conditions professionals deal with errors at work productively—in other words, learn the lessons they contain. By drawing upon and combining cognitive and action-oriented approaches to human error with theories of adult, professional, and workplace learning this book provides valuable insights which can be applied by workers and professionals. It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions. Written by an international group of distinguished researchers from various disciplines, the chapters paint a comprehensive picture of the current state of the art in research on human fallibility and (learning from) errors at work.

Fundamentals and Frontiers of Medical Education and Decision-Making brings together international experts to consider the theoretical, practical, and sociocultural foundations of health professions education. In this volume, the authors review the foundational theories that have informed the early transition to competency-based education. Moving beyond these monolithic models, the authors draw from learning and psychological sciences to provide a means to operationalize competencies. The chapters cover fundamental topics including the transition from novices to experts, the development of psychomotor skills in surgery, the role of emotion and metacognition in decision-making, and how practitioners and laypeople represent and communicate health information. Each section provides chapters that integrate and advance our understanding of health professions education and decision- making. Grounded in psychological science, this book highlights the fundamental issues faced by healthcare professionals, and the frontiers of learning and decision-making. It is important reading for a wide audience of healthcare professionals, healthcare administrators, as well as researchers in judgment and decision-making.

Covering everything from auditing and budgeting to contracts, revenue and expenditures, forecasting, and ethics in financial management, this book addresses the full spectrum of topics and skills needed by today's library managers. Many library managers learn financial management on the job, within the framework of a specific organization. The "sink or swim" method of skill acquisition can be effective, but it is inefficient, stressful, and typically leaves one lacking in foundational concepts and principles. This book provides a logical, organized way for library school students, librarians, and others such as library board members to gain the specific knowledge critical to the financial management of libraries and information centers. This book covers the full spectrum of topics and skills needed by today's managers—from the basics of budgeting, accounting, and financial statements to audits, forecasting, risk management, and revenue sources. There are even chapters on ethical considerations and advocacy. The skills readers will learn from this guide are of critical importance in this era of financial constraints and accountability at every level of the organization. Students in management and financial management courses and practicing library managers seeking to improve their financial management skills will find this book an essential tool for success.

On a daily basis, health professions educators struggle to find effective and respectful ways of working with trainees who struggle to meet standards – most of whom will become practicing clinicians. Society allows and expects the health professions to regulate ourselves, and we must do so. The first edition of this book concentrated on medical student learners mainly in the United States. Since then, the literature has exploded, offering a wider range of remediation practices for all levels of learners in all health professions throughout the world. This new edition continues to offer evidence-based, theory-informed, and pragmatic approaches to identifying and remediating trainees who cannot yet perform to standards. Illustrative case studies frame practical and programmatic advice from experienced front-line educators. All original chapters have been updated, and there are 21 brand new chapters. Of the 73 chapter authors, 52 are new to this edition, broadening the book’s relevance internationally and across the health professions. This book is required reading for all those committed to ensuring health professionals are ready and able to serve the health of the public.

There is a diversity of ‘ethical practices’ within medicine as an institutionalised profession as well as a need for ethical specialists both in practice as well as in institutionalised roles. This Brief offers a social perspective on medical ethics education. It discusses a range of concepts relevant to educational theory and thus provides a basic illumination of the subject. Recent research in the sociology of medical education and the social theory of Pierre Bourdieu are covered. In the end, the themes of Bourdieuan Social Theory, socio-cultural apprenticeships and the ‘characterological turn’ in medical education are draw together the context of medical ethics education. ​