Intuition and Metacognition in Medical Education

Informationen zum Autor Mark Quick, EdD, is professor of family medine and community health at the University of Massachusetts Medical School (UMMS). Klappentext " 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. " Inhaltsverzeichnis Preface Foreword, John Flavell, PhD Introduction One: An Emerging Paradigm for Medical Education Introduction A Case for Lifelong Learning Medical Expertise Metacognition as the Foundation of Lifelong Learning Summary Two: Developing Expertise as the Aim of Medical Education Introduction Intelligence Expertise Capability and Competence A Few Words of Wisdom Summary Metacognitive Capabilities Introduction Metacognition Regulatory Capabilities Planning ReflectionStrategic Knowledge Learning Style Perspective TakingThe Risk of Too Much Metacognition The Role of Intuition Introduction Intuition and Outcomes Elements of Intuition A Clinical Example Intuition and Complexity Developing from Novice to Expert Summary Clinical Expertise: A Blend of Intuition and Metacognition Introduction A Complementary Processing System Using Metacognitive Capabilities to Develop Intuition Intuition or Metacognition Summary Clinical Problem Solving Introduction The Role of Intuition in the Neonatal Intensive Care Unit Surgical Intuition Radiology and Search Superiority Primary Care Inpatient Medicine A Metacognitive Approach Step 1. Defining the Problem Step 2. Mental Representation Step 3. Planning How to Proceed Step 4. Evaluation Summary Communication and the Physician-Patient Relationship Introduction Metacognition and Communication Perspective Taking as the Foundation of "Metacommunication" An Example of Poor Perspective Taking in the Clinical Encounter Emotional Intelligence The Example of Apology A Word about Teamwork Intuition and the Doctor-Patient Relationship Concept of "Thin Slices" Summary Professionalism Introduction Professionalism Revisited Professional Identity Collective Perspective Taking and Regulation Self-Assessment and Reflection Applied to Social Behavior Cultural Awareness Intuition and StereotypingRespect Honesty and Integrity Altruism Summary Teaching Expertise Introduction Teaching Strategies Teaching from Text Experiential Narratives Metacognitive Scripts Surgical Case Description Discussion and Metacognitive AnalysisInteracting with the Learner Role Play Teaching Style ModelingFaculty Development Self-Directed Learning Introduction Learning Strategies Planning and Controlling the Learning Process Goals Needs Objectives Methods EvaluationStrategies for Self-Directed Learning Self-Questioning Reading for Comprehensive Learning Portfolios Review of Patient's Perspective (RPP)Summary: Integrating Metacognitive Skill-Building into the Curriculum A New Curricular Paradigm for Medical Education Intr...

Autorentext

Mark Quick, EdD, is professor of family medine and community health at the University of Massachusetts Medical School (UMMS).

Klappentext

"
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. "

Inhalt

Preface
Foreword, John Flavell, PhD
Introduction
One: An Emerging Paradigm for Medical Education
Introduction
A Case for Lifelong Learning
Medical Expertise
Metacognition as the Foundation of Lifelong Learning
Summary
Two: Developing Expertise as the Aim of Medical Education
Introduction
Intelligence
Expertise
Capability and Competence
A Few Words of Wisdom
Summary
Metacognitive Capabilities
Introduction
Metacognition
Regulatory Capabilities

Planning

Reflection

Strategic Knowledge

Learning Style

Perspective Taking

The Risk of Too Much Metacognition
The Role of Intuition
Introduction
Intuition and Outcomes
Elements of Intuition
A Clinical Example
Intuition and Complexity
Developing from Novice to Expert
Summary
Clinical Expertise: A Blend of Intuition and Metacognition
Introduction
A Complementary Processing System
Using Metacognitive Capabilities to Develop Intuition
Intuition or Metacognition
Summary
Clinical Problem Solving
Introduction
The Role of Intuition in the Neonatal Intensive Care Unit
Surgical Intuition
Radiology and Search Superiority
Primary Care
Inpatient Medicine
A Metacognitive Approach

Step 1. Defining the Problem

Step 2. Mental Representation

Step 3. Planning How to Proceed

Step 4. Evaluation

Summary
Communication and the Physician-Patient Relationship
Introduction
Metacognition and Communication
Perspective Taking as the Foundation of "Metacommunication"
An Example of Poor Perspective Taking in the Clinical Encounter
Emotional Intelligence
The Example of Apology
A Word about Teamwork
Intuition and the Doctor-Patient Relationship
Concept of "Thin Slices"
Summary
Professionalism
Introduction
Professionalism Revisited
Professional Identity
Collective Perspective Taking and Regulation
Self-Assessment and Reflection Applied to Social Behavior
Cultural Awareness

Intuition and Stereotyping

Respect
Honesty and Integrity
Altruism
Summary
Teaching Expertise
Introduction
Teaching Strategies
Teaching from Text

Experiential Narratives

Metacognitive Scripts

Surgical Case Description

Discussion and Metacognitive Analysis

Interacting with the Learner

Role Play

Teaching Style

Modeling

Faculty Development
Self-Directed Learning
Introduction
Learning Strategies
Planning and Controlling the Learning Process

Goals

Needs

Objectives

Methods

Evaluation

Strategies for Self-Directed Learning

Self-Questioning

Reading for Comprehensive

Learning Portfolios

Review of Patient's Perspective (RPP)

Summary: Integrating Metacognitive Skill-Building into the Curriculum
A New Curricular Paradigm for Medical Education
Introduction
A New Paradigm
Culture of Medical Education
The Formal Curriculum

Competencies and Objectives

Focus on Experience

Evaluation

Summary
References
Index