Intuition and Metacognition in Medical Education: Keys to Developing Expertise

by Mark Quirk EdD

Overview

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.

Product Details

ISBN-13:	9780826102133
Publisher:	Springer Publishing Company
Publication date:	08/01/2006
Series:	Springer Series on Medical Education
Pages:	176
Product dimensions:	6.00(w) x 9.00(h) x 0.56(d)

About the Author

Mark Quick, EdD, is professor of family medine and community health at the University of Massachusetts Medical School (UMMS).

Table of Contents

· Foreword
· Introduction
· An Emerging Paradigm for Medical Education
· Developing Expertise as the Aim of Medical Education
· Metacognitive Capabilities
· Metacognition
· The Role of Intuition
· Clinical Expertise: A Blend of Intuition and Metacognition
· Clinical Problem-solving
· Communication and the Physician-Patient Relationship
· Professionalism
· Collective Perspective-taking and Regulation
· Teaching Expertise
· Teaching Strategies
· Teaching from Text
· Interacting with the Learner
· Learning Strategies
· Planning and Controlling the Learning Process
· A New Curricular Paradigm for Medical Education
· A New Paradigm
· Culture of Medical Education
· The Formal Curriculum
· References

What People are Saying About This

From the Publisher

[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