By Richard B. Gunderman
A goldmine of theoretical insights and sensible feedback, AchievingExcellence in clinical schooling, moment Edition explores the basic query dealing with scientific educators and inexperienced persons this present day: what's our imaginative and prescient of academic excellence, and what do we do to reinforce our performance?
Among the themes explored inside this up-to-date, enticing, informative, and thought-provoking textual content are:
• Education’s place as a concern of clinical schools
• Seminal academic insights from non-medical educators
• most sensible practices of exceptional educators and learners
• supplies and pitfalls of recent academic technologies
• Key assets for selling excellence in scientific education
• clinical education’s position in getting ready destiny leaders
• management roles for clinical colleges in universities and society
Reviews of the 1st edition:
"This is an eloquent, quotable, and inspirational e-book that offers a template for "Achieving Excellence in clinical Education." - magazine of the yankee scientific Association
"Gunderman is an complete educator, renowned as a considerate and provocative instructor. . . i like to recommend his booklet to division chairs, clerkship and residency application administrators, and schooling execs who're shaping the way forward for clinical education." - New England magazine of Medicine
Read Online or Download Achieving Excellence in Medical Education: Second Edition PDF
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Extra info for Achieving Excellence in Medical Education: Second Edition
For example, a physician who has been named in a malpractice suit may be haunted by memories of the experience long after the matter has been resolved, even if it was decided in the physician’s favor. This phenomenon lies behind what has been called “post-traumatic stress disorder,” where well-intentioned efforts to help victims “process” and “work through” difficult experiences have sometimes made it even more difficult for them to put the experience behind them and move on. Less dramatically, some physicians who have made an error may be so preoccupied by it that they find it difficult to concentrate on other work for the rest of the day.
Knowledge does not flow from educators to learners, but is developed collaboratively when the two are encouraged to work together. There is no single fixed body of knowledge that every learner must acquire, and the best educators can do is to prepare learners to continue to learn for themselves. Instructionally, learners are not recipients of information, but active explorers of the field. Learning is an adventure, and missteps and failures are an inevitable and even desirable part of the learning process, as long as they are seized upon as learning opportunities.
Few people need a rich and nuanced understanding of memory more than physicians. We use memory to detect findings, offer differential diagnoses, and arrive at recommendations for further evaluation and treatment. If our memory fails us, it can lead us to overlook a finding or to point out a finding when none is, in fact, present. It can cause us to offer incomplete or inaccurate diagnostic hypotheses. It may even lead us to draw mistaken conclusions from our own observations and hypotheses, resulting in harm to the patients for whom we care.