Achieving Excellence in Medical Education: Second Edition by Richard B. Gunderman

By Richard B. Gunderman

A goldmine of theoretical insights and sensible feedback, AchievingExcellence in scientific schooling, moment Edition explores the basic query dealing with scientific educators and newcomers this present day: what's our imaginative and prescient of academic excellence, and what do we do to augment our performance?

Among the subjects explored inside of this up to date, attractive, informative, and thought-provoking textual content are:

• Education’s place as a concern of scientific schools

• Seminal academic insights from non-medical educators

• most sensible practices of remarkable educators and learners

• supplies and pitfalls of latest academic technologies

• Key assets for selling excellence in scientific education

• scientific education’s position in getting ready destiny leaders

• management roles for scientific colleges in universities and society

Reviews of the 1st edition:

"This is an eloquent, quotable, and inspirational e-book that gives a template for "Achieving Excellence in clinical Education." - magazine of the yankee scientific Association

"Gunderman is an complete educator, popular as a considerate and provocative instructor. . . i like to recommend his e-book to division chairs, clerkship and residency software administrators, and schooling execs who're shaping the way forward for clinical education." - New England magazine of Medicine

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Additional resources for Achieving Excellence in Medical Education: Second Edition

Example text

If we can establish a series or sequence, then an object’s boundaries will likely appear to lie where that sequence is broken. For example, we might turn one row of dots into two rows of dots, simply by removing the middle dot. Finally, there is the principle of closure, which says that we have a natural tendency to see limits to things. For example, even if there is a small gap in a circle, we are still likely to see it as a circle, because doing so brings it to a kind of perceptual closure. Likewise, it can be difficult to detect certain spelling errors, because our mind tends to correct them before they reach consciousness.

We simply take them for granted, like rainy days. As a result, many of us do not grasp the true complexity of memory and the many ways it can fail. 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.

Likewise, the mere fact that we are able to recall an idea does not necessarily imply that we have recalled it correctly or that our lives are going to be enriched by retaining it. By helping learners to explore memory more deeply and apply an understanding of its stereotypical forms of failure to their professional and personal lives, we can help them recall what is most worth remembering, avoid the pitfall of supposing they know something when they really do not, and prevent intrusive memories from undermining the quality of their lives.

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