Intuition and Metacognition in Medical Education: Keys to Developing Expertise (Springer Series on Medical Education)

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. Contents......Page 8 Preface......Page 14 Foreword......Page 16 Introduction......Page 18 A Case for Lifelong Learning......Page 24 Medical Expertise......Page 26 Metacognition as the Foundation of Lifelong Learning......Page 31 Summary......Page 33 Introduction......Page 34 Intelligence......Page 35 Expertise......Page 39 Capability and Competence......Page 41 A Few Words of Wisdom......Page 43 Summary......Page 44 Metacognition......Page 46 Regulatory Capabilities......Page 49 Planning......Page 50 Reflection......Page 52 Learning Style......Page 53 Perspective Taking......Page 55 The Risk of Too Much Metacognition......Page 57 Intuition and Outcomes......Page 60 Elements of Intuition......Page 62 A Clinical Example......Page 63 Intuition and Complexity......Page 64 Developing From Novice to Expert......Page 65 Summary......Page 66 A Complementary Processing System......Page 68 Using Metacognitive Capabilities to Develop Intuition......Page 69 Intuition or Metacognition......Page 70 Summary......Page 74 The Role of Intuition in the Neonatal Intensive Care Unit......Page 76 Surgical Intuition......Page 78 Radiology and Search Superiority......Page 79 Primary Care......Page 80 Inpatient Medicine......Page 82 Step 1. Defining the Problem......Page 84 Step 3. Planning How to Proceed......Page 87 Step 4. Evaluation......Page 89 Summary......Page 90 Metacognition and Communication......Page 92 Perspective Taking as the Foundation of “Metacommunication”......Page 95 An Example of Poor Perspective Taking in the Clinical Encounter......Page 96 The Example of Apology......Page 97 Intuition and the Doctor–Patient Relationship......Page 99 Concept of “Thin Slices”......Page 100 Summary......Page 102 Professionalism Revisited......Page 104 Professional Identity......Page 106 Collective Perspective Taking and Regulation......Page 108 Self-Assessment and Reflection Applied to Social Behavior......Page 109 Cultural Awareness......Page 110 Respect......Page 111 Honesty and Integrity......Page 112 Altruism......Page 113 Summary......Page 115 Teaching Strategies......Page 116 Experiential Narratives......Page 117 Metacognitive Scripts......Page 120 Surgical Case Description......Page 122 Role Play......Page 123 Teaching Style......Page 125 Modeling......Page 130 Faculty Development......Page 131 Learning Strategies......Page 134 Planning and Controlling the Learning Process......Page 135 Needs......Page 136 Objectives......Page 138 Evaluation......Page 139 Self-Questioning......Page 140 Reading for Comprehension......Page 141 Learning Portfolios......Page 144 Review of Patient’s Perspective (RPP)......Page 145 Summary: Integrating Metacognitive Skill Building Into the Curriculum......Page 146 A New Paradigm......Page 148 Culture of Medical Education......Page 149 Competencies and Objectives......Page 151 Focus on Experience......Page 154 Evaluation......Page 155 Summary......Page 156 References......Page 158 C......Page 168 G......Page 169 L......Page 170 P......Page 171 S......Page 172 T......Page 173 W......Page 174 From Mark Quirk, a 2006 Society of Teachers of Family Medicine's Excellence in Education award recipient, comes the latest on improving medical education.In this volume, Quirk explores the idea of 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 the most self-reflective 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. "In this volume, Quirk explores the idea of 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 the most self-reflective 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."--BOOK JACKET Explores the idea of metacognition, the idea that we can think about the way we or other people think, and thus gain a better understanding of ourselves, and the patients we seek to help. Intended for medical educators, this book teaches students and interns how to extrapolate lessons from experience and integrate learning and practice.