By Richard B. Gunderman
A goldmine of theoretical insights and functional feedback, AchievingExcellence in scientific schooling, moment Edition explores the fundamental query dealing with scientific educators and newcomers this present day: what's our imaginative and prescient of academic excellence, and what will we do to reinforce our performance?
Among the subjects 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
• grants 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 colleges in universities and society
Reviews of the 1st edition:
"This is an eloquent, quotable, and inspirational ebook that offers a template for "Achieving Excellence in clinical Education." - magazine of the yankee scientific Association
"Gunderman is an finished educator, popular as a considerate and provocative instructor. . . i like to recommend his booklet to division chairs, clerkship and residency software administrators, and schooling execs who're shaping the way forward for scientific education." - New England magazine of Medicine
Read Online or Download Achieving Excellence in Medical Education: Second Edition PDF
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Extra info for Achieving Excellence in Medical Education: Second Edition
If we can establish a series or sequence, then an object’s boundaries will likely appear to lie where that sequence is broken. For example, we might turn one row of dots into two rows of dots, simply by removing the middle dot. Finally, there is the principle of closure, which says that we have a natural tendency to see limits to things. For example, even if there is a small gap in a circle, we are still likely to see it as a circle, because doing so brings it to a kind of perceptual closure. Likewise, it can be difficult to detect certain spelling errors, because our mind tends to correct them before they reach consciousness.
Which cognitive map best matches this particular terrain? And what can we do to help learners become more selfaware? Constructivism is associated with the work of pioneers such as John Dewey and Lev Vygotsky. Behaviorism, gestalt psychology, and cognitivist approaches all tend to focus on individual learners, but, constructivism emphasizes the social dimension of learning. In the late twentieth century, constructivists became disenchanted with the computer as a model of the human mind. They believed that information cannot be properly understood apart from the social situations in which it is embedded.
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 at least two components: the formal curriculum and the informal curriculum. The formal curriculum consists of the reading assignments, lectures, and other learning activities formally assigned to learners. In addition to the formal curriculum, there is also an informal curriculum, which consists of what learners learn that educators do not explicitly tell them to learn.
Achieving Excellence in Medical Education: Second Edition by Richard B. Gunderman