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 novices at the present time: what's our imaginative and prescient of academic excellence, and what will we do to augment our performance?

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

• Education’s place as a concern of clinical schools

• Seminal academic insights from non-medical educators

• top practices of exceptional educators and learners

• delivers and pitfalls of latest academic technologies

• Key assets for selling excellence in clinical education

• scientific 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 booklet that gives a template for "Achieving Excellence in clinical Education." - magazine of the yank clinical 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 scientific education." - New England magazine of Medicine

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Extra resources for Achieving Excellence in Medical Education: Second Edition

Example text

How is that possible instructionally? It is important to challenge learners to organize and reorganize their knowledge. Learning tasks should invite them to examine their most basic assumptions in the search for new ways of putting together what is before them. Knowledge is not a collection of facts, but an array of habits by which to examine the world from multiple perspectives. Assessment is less focused on regurgitation and more focused on problem solving and creativity. The assessment becomes a kind of learning experience in itself.

The aim is not so much to challenge learners’ mental storage capacities as their ability to improvise and invent, perceiving new distinctions and connections where none were apparent before. The emphasis is on creating new and meaningful wholes. How is that possible instructionally? It is important to challenge learners to organize and reorganize their knowledge. Learning tasks should invite them to examine their most basic assumptions in the search for new ways of putting together what is before them.

What sorts of questions help to get the ball rolling? What sorts of questions prove most helpful when you get stuck? How do you avoid latching onto the first idea that comes to mind, thereby truncating the search for even better ones? One powerful element of medical expertise is a thorough understanding of pathophysiology. A variety of seemingly disparate and unconnected symptoms, signs, physical examination findings, and laboratory results may fit together very nicely once we understand their common basis in pathophysiology.

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