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 clinical schooling, moment Edition explores the fundamental query dealing with scientific educators and newbies this present day: what's our imaginative and prescient of academic excellence, and what will we do to reinforce our performance?

Among the themes explored inside of 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 remarkable educators and learners

• delivers and pitfalls of latest academic technologies

• Key assets for selling excellence in scientific education

• scientific education’s function 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 publication that offers a template for "Achieving Excellence in scientific Education." - magazine of the yank scientific Association

"Gunderman is an complete educator, renowned as a considerate and provocative instructor. . . i like to recommend his publication to division chairs, clerkship and residency application administrators, and schooling pros 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

In terms of visual experience, one key rule is similarity. We are more likely to see coherent order where visual objects are relatively alike in terms of size, color, shape, and so on. Proximity is likewise important. If objects are close to one another, we are more likely to see them as belonging together in some way. In the case of music, if the notes are separated too much from one another in time, we may not discern a coherent melody, but only a series of disconnected tones. Continuity is also important.

When it comes to learning new behaviors, educators should avoid creating negative associations and seek to create positive associations. The learner, then, is little more than a collection of stimulus–response associations. When new stimulus–response associations need to be created, as in the educational setting, there are only two types of responses. There are correct responses, and there are incorrect responses. The educator’s mission is to withhold reward, or better yet punish the incorrect responses, and withhold punishment, or better yet reward, the correct responses.

It is important to recognize that memory does not decay at a constant rate over time. Generally speaking, decay is relatively rapid in the near term, and then slows down. In other words, forgetting is a nonlinear process, a rule that holds for a wide variety of different cognitive settings. Moreover, forgetting is not all bad. It would be a curse to remember everything, because then our memories would be clogged with so much trivial and irrelevant information that it would be more difficult to call to mind what really matters.

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