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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.
- Sales Rank: #2154371 in Books
- Brand: Quirk, Mark/ Flavell, John, Ph.D. (FRW)
- Published on: 2006-08-01
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .56" w x 6.00" l, .80 pounds
- Binding: Hardcover
- 176 pages
- Used Book in Good Condition
Review
[A] wonderful presentation... I have been working on
several cognitive projects with students including attempts to overcome
pre-mature closure and biases using several cognitive forcing strategies
including the incorporation of cross word puzzles. It was enlightening to
me to consider the expansion of the definition of metacognition to include
the feelings of both physician and patient and the idea that intution is
actually modulated by metacognition. These ideas have opened up some new
avenues for me in teaching and evalution. "
--William D. Barnhart, MD MBA FACP,
Department of Internal Medicine,
University of Illinois College of Medicine-Rockford
"...the author shows in fascinating detail how metacognition and intuition can be used to enhance the teaching of medical faculty and the lifelong learning of their students. The book abounds with useful, concrete suggestions for student activities…as well as insightful cautions about possible over reliance on these processes. I believe that fostering metacognition in medical teachers and students is both worth doing and feasible."
-From the Foreword by John Flavell, PhD, Stanford University
“I enjoyed and learned a tremendous amount from Intuition and Metacognition in Medical Education. I frequently teach trainees about metacognition and effective reading/learning
strategies to refine and continually update their clinical knowledge and promote clinical reasoning skills. It
became clear (through great examples) how those same methods and efforts
can promote communication skills, compassion, and professionalism. I
have already modified my teaching and supervision based on this book and
have recommended it to colleagues.” ----Gurpreet Dhaliwal, M.D., Assistant Clinical Professor of Medicine, University of California San Francisco, San Francisco VA Medical Center
From the Publisher
"the author shows in fascinating detail how metacognition and intuition can be used to enhance the teaching of medical faculty and the lifelong learning of their students. The book abounds with useful, concrete suggestions for student activitiesas well as insightful cautions about possible over reliance on these processes. I believe that fostering metacognition in medical teachers and students is both worth doing and feasible."
-From the Foreword by John Flavell, PhD, Stanford University
From the Back Cover
"
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. "
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