Download PDF by Richard B. Gunderman: Achieving Excellence in Medical Education (2006, 2007)

By Richard B. Gunderman

ISBN-10: 1846282969

ISBN-13: 9781846282966

ISBN-10: 1846288134

ISBN-13: 9781846288135

Supplying theoretical insights and sensible feedback, reaching Excellence in scientific schooling explores an important query dealing with scientific educators and novices: what's our imaginative and prescient of academic excellence and what may be performed to reinforce functionality? assurance contains: assets for selling excellence in scientific schooling, supplies and pitfalls of recent academic applied sciences, and clinical education’s position in getting ready destiny leaders.

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The learner, like every biological organism, exists fundamentally to survive. To a living being, survival comes first, and the most important stimuli for educators to focus on are those that pertain most directly to survival. What are our most basic biological needs? They include the needs for air, water, food, sleep, and relief from pain. To produce the greatest changes in learner behavior, educators should focus on such stimuli. For example, if the only way learners can reduce painful stimuli such as electric shocks is by exhibiting a new behavior, they will quickly learn to exhibit that new behavior.

To a substantial degree, our implicit, perhaps even inchoate, theories of learning shape our educational practice. What are we trying to teach? How are we trying to teach it? How do we determine whether learners have learned it? The answers to these questions reflect our understanding of the nature of learning itself. What we are trying to teach is often referred to as curriculum. At first, curriculum seems quite straightforward, but it can be divided into a least two components: the formal curriculum and the informal curriculum.

Community practice often enables physicians to utilize a broader range of their training. Healthcare tends to be less subspecialized in the community context. This enables physicians to see a broader range of patients. Academic practice, by contrast, is generally more subspecialized, and as a result, academic physicians frequently focus on a smaller range of clinical problems. Primary care specialties such as family medicine, internal medicine, and pediatrics are generally represented in greater proportion in the community context than the academic context.

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Achieving Excellence in Medical Education (2006, 2007) by Richard B. Gunderman


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