By Richard B. Gunderman
A goldmine of theoretical insights and functional feedback, AchievingExcellence in clinical 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 reinforce our performance?
Among the themes 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 exceptional educators and learners
• supplies and pitfalls of recent academic technologies
• Key assets for selling excellence in clinical education
• clinical education’s position in getting ready destiny leaders
• management roles for scientific faculties in universities and society
Reviews of the 1st edition:
"This is an eloquent, quotable, and inspirational ebook that gives a template for "Achieving Excellence in clinical Education." - magazine of the yankee clinical Association
"Gunderman is an complete educator, popular as a considerate and provocative instructor. . . i like to recommend his booklet to division chairs, clerkship and residency software administrators, and schooling pros who're shaping the way forward for clinical education." - New England magazine of Medicine
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Extra info for Achieving Excellence in Medical Education: Second Edition
The very fact that there are four theories indicates that no single one has achieved universal dominance. Unlike Newton’s theory of gravitation, which largely put to rest attempts to develop alternative explanations for the attraction between objects, educational theorists have not achieved a single consensus. Each of the theories has its own strengths and weaknesses, and no one answers all questions. The purpose in presenting four different theories is not to suggest that we must choose one and completely eliminate the other three.
It is possible that there are no real shortcuts to expertise. 2). No one can sit down with a book about chess, or attend chess classes, and become an expert in several hundred or several thousand hours. Perhaps even more significant is the realization that expertise tends to be highly domain specific. Just because people become experts at chess does not mean that they will be expert mathematicians, linguists, or psychologists. Similarly, a physician who is an expert in cardiology may not perform better than average in another discipline, such as gastroenterology.
The difficulty in this situation seems to lie in search and retrieval, a mismatch between what we are looking for and how we are looking for it. ” It represents an active process, at least to the extent that we can think of words or phrases like the one we are searching for, and make determinations about whether or not we have found the right one. Somewhere in the mind is a judge who knows whether we have come up with the word we are looking for. At times it seems that we have caught hold of it for a second, but then, inexplicably, it slips away.