By Richard B. Gunderman
Providing theoretical insights and useful feedback, reaching Excellence in clinical schooling explores a necessary query dealing with clinical educators and novices: what's our imaginative and prescient of academic excellence and what could be performed to reinforce functionality? assurance contains: assets for selling excellence in scientific schooling, offers and pitfalls of recent academic applied sciences, and scientific education’s function in getting ready destiny leaders.
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Extra resources for Achieving Excellence in Medical Education (2006, 2007)
There is an old-fashioned way of getting attention that does offer some beneﬁts; namely, simply telling people to pay attention, perhaps accompanied by a blow on the head from an eraser. However, such crude approaches are limited, and there are steps we can take to make learners want to pay attention of their own accord, rather than ﬂogging them into it against their will. One way to get learners to pay more attention is to show them the value of what they are learning to their own future performance as physicians.
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.
It is more likely that prototypes in our long-term memory are brought to mind until a closest ﬁt is identiﬁed. As we have seen, Gestalt psychology has played an important role in enhancing our understanding of pattern recognition. For example, we organize information in relation to the context or background in which it is presented. One way to improve learning is to make sure that new information can be meaningfully situated in the context of what learners already understand.