Intuition and metacognition in medical education :: keys to developing expertise /
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...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY :
Springer Pub. Co.,
©2006.
|
| Schriftenreihe: | Springer series on medical education (Unnumbered)
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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 w. |
| Beschreibung: | 1 online resource (xx, 151 pages) : illustrations |
| Bibliographie: | Includes bibliographical references (pages 135-143) and index. |
| ISBN: | 9780826103420 0826103421 |
Internformat
MARC
| LEADER | 00000cam a2200000 a 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-ocn285300314 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 081215s2006 nyua ob 001 0 eng d | ||
| 040 | |a N$T |b eng |e pn |c N$T |d OCLCQ |d IDEBK |d E7B |d OCLCQ |d RTH |d OCLCQ |d OCLCF |d OCLCO |d OCLCQ |d NLGGC |d YDXCP |d EBLCP |d OCLCQ |d AZK |d OCLCO |d OCLCA |d COCUF |d TOA |d OCLCO |d AGLDB |d MOR |d PIFAG |d ZCU |d OCLCO |d OCLCQ |d MERUC |d OCLCO |d OCLCQ |d OCLCA |d STF |d OCLCO |d OCLCA |d U3W |d KIJ |d OCLCO |d TEFOD |d VNS |d WRM |d VTS |d NRAMU |d ICG |d INT |d VT2 |d OCLCO |d AU@ |d OCLCO |d OCLCQ |d WYU |d OCLCO |d OCLCA |d OCLCQ |d DKC |d OCLCO |d OCLCQ |d M8D |d OCLCO |d OCLCQ |d OCLCA |d UKCRE |d AJS |d OCLCO |d OCL |d OCLCQ |d OCLCO |d OCLCL | ||
| 019 | |a 476263677 |a 492173204 |a 646781697 |a 698468264 |a 746292625 |a 764506843 |a 815735174 |a 961535349 |a 962631444 |a 988438209 |a 992059453 |a 1007566927 |a 1035690422 |a 1037907076 |a 1038700454 |a 1045482202 |a 1153534104 | ||
| 020 | |a 9780826103420 |q (electronic bk.) | ||
| 020 | |a 0826103421 |q (electronic bk.) | ||
| 020 | |z 1281812803 | ||
| 020 | |z 9781281812803 | ||
| 020 | |z 0826102131 | ||
| 020 | |z 9780826102133 | ||
| 035 | |a (OCoLC)285300314 |z (OCoLC)476263677 |z (OCoLC)492173204 |z (OCoLC)646781697 |z (OCoLC)698468264 |z (OCoLC)746292625 |z (OCoLC)764506843 |z (OCoLC)815735174 |z (OCoLC)961535349 |z (OCoLC)962631444 |z (OCoLC)988438209 |z (OCoLC)992059453 |z (OCoLC)1007566927 |z (OCoLC)1035690422 |z (OCoLC)1037907076 |z (OCoLC)1038700454 |z (OCoLC)1045482202 |z (OCoLC)1153534104 | ||
| 037 | |a 9780826102133 |b Rittenhouse |n http://www.r2library.com | ||
| 037 | |a C0F2E708-59E3-4559-B93F-22D3A111D37D |b OverDrive, Inc. |n http://www.overdrive.com | ||
| 050 | 4 | |a R735 |b .Q57 2006eb | |
| 060 | 4 | |a W 18 |b Q8i 2006 | |
| 072 | 7 | |a MED |x 024000 |2 bisacsh | |
| 072 | 7 | |a K |2 bicssc | |
| 082 | 7 | |a 610.71/1 |2 22 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Quirk, Mark E. |0 http://id.loc.gov/authorities/names/n94052365 | |
| 245 | 1 | 0 | |a Intuition and metacognition in medical education : |b keys to developing expertise / |c Mark Quirk ; foreword by John Flavell. |
| 260 | |a New York, NY : |b Springer Pub. Co., |c ©2006. | ||
| 300 | |a 1 online resource (xx, 151 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Springer series on medical education | |
| 504 | |a Includes bibliographical references (pages 135-143) and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover -- Contents -- Preface -- Foreword -- Introduction -- ONE: An Emerging Paradigm for Medical Education -- Introduction -- A Case for Lifelong Learning -- Medical Expertise -- Metacognition as the Foundation of Lifelong Learning -- Summary -- TWO: Developing Expertise as the Aim of Medical Education -- Introduction -- Intelligence -- Expertise -- Capability and Competence -- A Few Words of Wisdom -- Summary -- THREE: Metacognitive Capabilities -- Introduction -- Metacognition -- Regulatory Capabilities -- Planning -- Reflection -- Strategic Knowledge -- Learning Style -- Perspective Taking -- The Risk of Too Much Metacognition -- FOUR: The Role of Intuition -- Introduction -- Intuition and Outcomes -- Elements of Intuition -- A Clinical Example -- Intuition and Complexity -- Developing From Novice to Expert -- Summary -- FIVE: Clinical Expertise -- Introduction -- A Complementary Processing System -- Using Metacognitive Capabilities to Develop Intuition -- Intuition or Metacognition -- Summary -- SIX: Clinical Problem Solving -- Introduction -- The Role of Intuition in the Neonatal Intensive Care Unit -- Surgical Intuition -- Radiology and Search Superiority -- Primary Care -- Inpatient Medicine -- A Metacognitive Approach -- Step 1. Defining the Problem -- Step 2. Mental Representation -- Step 3. Planning How to Proceed -- Step 4. Evaluation -- Summary -- SEVEN: Communication and the Physician8211;Patient Relationship -- Introduction -- Metacognition and Communication -- Perspective Taking as the Foundation of 8220;Metacommunication8221; -- An Example of Poor Perspective Taking in the Clinical Encounter -- Emotional Intelligence -- The Example of Apology -- A Word About Teamwork -- Intuition and the Doctor8211;Patient Relationship -- Concept of 8220;Thin Slices8221; -- Summary -- EIGHT: Professionalism -- Introduction -- Professionalism Revisited -- Professional Identity -- Collective Perspective Taking and Regulation -- Self-Assessment and Reflection Applied to Social Behavior -- Cultural Awareness -- Intuition and Stereotyping -- Respect -- Honesty and Integrity -- Altruism -- Summary -- NINE: Teaching Expertise -- Introduction -- Teaching Strategies -- Teaching From Text -- Experiential Narratives -- Metacognitive Scripts -- Surgical Case Description -- Discussion and Metacognitive Analysis -- Interacting With the Learner -- Role Play -- Teaching Style -- Modeling -- Faculty Development -- TEN: Self-Directed Learning -- Introduction -- Learning Strategies -- Planning and Controlling the Learning Process -- Goals -- Needs -- Objectives -- Methods -- Evaluation -- Strategies for Self-Directed Learning -- Self-Questioning -- Reading for Comprehension -- Learning Portfolios -- Review of Patients Perspective (RPP) -- Summary: Integrating Metacognitive Skill Building Into the Curriculum -- ELEVEN: A New Curricular Paradigm for Medical Education -- Introduction -- A New Paradigm -- Culture of Medical Education -- The Formal Curriculum -- Competencies and Objectives -- Focus on Exp. | |
| 520 | |a 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 w. | ||
| 650 | 0 | |a Medical education. | |
| 650 | 0 | |a Metacognition. |0 http://id.loc.gov/authorities/subjects/sh85084024 | |
| 650 | 0 | |a Intuition. |0 http://id.loc.gov/authorities/subjects/sh85067653 | |
| 650 | 0 | |a Cognition. |0 http://id.loc.gov/authorities/subjects/sh85027742 | |
| 650 | 1 | 2 | |a Education, Medical |x methods |
| 650 | 2 | |a Education, Medical |0 https://id.nlm.nih.gov/mesh/D004501 | |
| 650 | 2 | 2 | |a Cognition |
| 650 | 6 | |a Enseignement médical. | |
| 650 | 6 | |a Métacognition. | |
| 650 | 6 | |a Intuition. | |
| 650 | 6 | |a Cognition. | |
| 650 | 7 | |a intuition. |2 aat | |
| 650 | 7 | |a cognition. |2 aat | |
| 650 | 7 | |a MEDICAL |x Education & Training. |2 bisacsh | |
| 650 | 7 | |a Cognition |2 fast | |
| 650 | 7 | |a Intuition |2 fast | |
| 650 | 7 | |a Medical education |2 fast | |
| 650 | 7 | |a Metacognition |2 fast | |
| 758 | |i has work: |a Intuition and metacognition in medical education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGvR4bvGbYP4jRpXJrXQVP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Quirk, Mark E. |t Intuition and metacognition in medical education. |d New York, NY : Springer Pub. Co., ©2006 |z 0826102131 |z 9780826102133 |w (DLC) 2006012821 |w (OCoLC)67282686 |
| 830 | 0 | |a Springer series on medical education (Unnumbered) |0 http://id.loc.gov/authorities/names/n2003127161 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=246057 |3 Volltext |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL423598 | ||
| 938 | |a ebrary |b EBRY |n ebr10265332 | ||
| 938 | |a EBSCOhost |b EBSC |n 246057 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n 181280 | ||
| 938 | |a YBP Library Services |b YANK |n 2923792 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn285300314 |
|---|---|
| _version_ | 1816881681342136321 |
| adam_text | |
| any_adam_object | |
| author | Quirk, Mark E. |
| author_GND | http://id.loc.gov/authorities/names/n94052365 |
| author_facet | Quirk, Mark E. |
| author_role | |
| author_sort | Quirk, Mark E. |
| author_variant | m e q me meq |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | R - Medicine |
| callnumber-label | R735 |
| callnumber-raw | R735 .Q57 2006eb |
| callnumber-search | R735 .Q57 2006eb |
| callnumber-sort | R 3735 Q57 42006EB |
| callnumber-subject | R - General Medicine |
| collection | ZDB-4-EBA |
| contents | Cover -- Contents -- Preface -- Foreword -- Introduction -- ONE: An Emerging Paradigm for Medical Education -- Introduction -- A Case for Lifelong Learning -- Medical Expertise -- Metacognition as the Foundation of Lifelong Learning -- Summary -- TWO: Developing Expertise as the Aim of Medical Education -- Introduction -- Intelligence -- Expertise -- Capability and Competence -- A Few Words of Wisdom -- Summary -- THREE: Metacognitive Capabilities -- Introduction -- Metacognition -- Regulatory Capabilities -- Planning -- Reflection -- Strategic Knowledge -- Learning Style -- Perspective Taking -- The Risk of Too Much Metacognition -- FOUR: The Role of Intuition -- Introduction -- Intuition and Outcomes -- Elements of Intuition -- A Clinical Example -- Intuition and Complexity -- Developing From Novice to Expert -- Summary -- FIVE: Clinical Expertise -- Introduction -- A Complementary Processing System -- Using Metacognitive Capabilities to Develop Intuition -- Intuition or Metacognition -- Summary -- SIX: Clinical Problem Solving -- Introduction -- The Role of Intuition in the Neonatal Intensive Care Unit -- Surgical Intuition -- Radiology and Search Superiority -- Primary Care -- Inpatient Medicine -- A Metacognitive Approach -- Step 1. Defining the Problem -- Step 2. Mental Representation -- Step 3. Planning How to Proceed -- Step 4. Evaluation -- Summary -- SEVEN: Communication and the Physician8211;Patient Relationship -- Introduction -- Metacognition and Communication -- Perspective Taking as the Foundation of 8220;Metacommunication8221; -- An Example of Poor Perspective Taking in the Clinical Encounter -- Emotional Intelligence -- The Example of Apology -- A Word About Teamwork -- Intuition and the Doctor8211;Patient Relationship -- Concept of 8220;Thin Slices8221; -- Summary -- EIGHT: Professionalism -- Introduction -- Professionalism Revisited -- Professional Identity -- Collective Perspective Taking and Regulation -- Self-Assessment and Reflection Applied to Social Behavior -- Cultural Awareness -- Intuition and Stereotyping -- Respect -- Honesty and Integrity -- Altruism -- Summary -- NINE: Teaching Expertise -- Introduction -- Teaching Strategies -- Teaching From Text -- Experiential Narratives -- Metacognitive Scripts -- Surgical Case Description -- Discussion and Metacognitive Analysis -- Interacting With the Learner -- Role Play -- Teaching Style -- Modeling -- Faculty Development -- TEN: Self-Directed Learning -- Introduction -- Learning Strategies -- Planning and Controlling the Learning Process -- Goals -- Needs -- Objectives -- Methods -- Evaluation -- Strategies for Self-Directed Learning -- Self-Questioning -- Reading for Comprehension -- Learning Portfolios -- Review of Patients Perspective (RPP) -- Summary: Integrating Metacognitive Skill Building Into the Curriculum -- ELEVEN: A New Curricular Paradigm for Medical Education -- Introduction -- A New Paradigm -- Culture of Medical Education -- The Formal Curriculum -- Competencies and Objectives -- Focus on Exp. |
| ctrlnum | (OCoLC)285300314 |
| dewey-full | 610.71/1 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 610 - Medicine and health |
| dewey-raw | 610.71/1 |
| dewey-search | 610.71/1 |
| dewey-sort | 3610.71 11 |
| dewey-tens | 610 - Medicine and health |
| discipline | Medizin |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07769cam a2200781 a 4500</leader><controlfield tag="001">ZDB-4-EBA-ocn285300314</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cnu---unuuu</controlfield><controlfield tag="008">081215s2006 nyua ob 001 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">N$T</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">N$T</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">IDEBK</subfield><subfield code="d">E7B</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">RTH</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCF</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">NLGGC</subfield><subfield code="d">YDXCP</subfield><subfield code="d">EBLCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">AZK</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCA</subfield><subfield code="d">COCUF</subfield><subfield code="d">TOA</subfield><subfield code="d">OCLCO</subfield><subfield code="d">AGLDB</subfield><subfield code="d">MOR</subfield><subfield code="d">PIFAG</subfield><subfield code="d">ZCU</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">MERUC</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCA</subfield><subfield code="d">STF</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCA</subfield><subfield code="d">U3W</subfield><subfield code="d">KIJ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">TEFOD</subfield><subfield code="d">VNS</subfield><subfield code="d">WRM</subfield><subfield code="d">VTS</subfield><subfield code="d">NRAMU</subfield><subfield code="d">ICG</subfield><subfield code="d">INT</subfield><subfield code="d">VT2</subfield><subfield code="d">OCLCO</subfield><subfield code="d">AU@</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">WYU</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCA</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">DKC</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">M8D</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCA</subfield><subfield code="d">UKCRE</subfield><subfield code="d">AJS</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">476263677</subfield><subfield code="a">492173204</subfield><subfield code="a">646781697</subfield><subfield code="a">698468264</subfield><subfield code="a">746292625</subfield><subfield code="a">764506843</subfield><subfield code="a">815735174</subfield><subfield code="a">961535349</subfield><subfield code="a">962631444</subfield><subfield code="a">988438209</subfield><subfield code="a">992059453</subfield><subfield code="a">1007566927</subfield><subfield code="a">1035690422</subfield><subfield code="a">1037907076</subfield><subfield code="a">1038700454</subfield><subfield code="a">1045482202</subfield><subfield code="a">1153534104</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780826103420</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0826103421</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1281812803</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781281812803</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">0826102131</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9780826102133</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)285300314</subfield><subfield code="z">(OCoLC)476263677</subfield><subfield code="z">(OCoLC)492173204</subfield><subfield code="z">(OCoLC)646781697</subfield><subfield code="z">(OCoLC)698468264</subfield><subfield code="z">(OCoLC)746292625</subfield><subfield code="z">(OCoLC)764506843</subfield><subfield code="z">(OCoLC)815735174</subfield><subfield code="z">(OCoLC)961535349</subfield><subfield code="z">(OCoLC)962631444</subfield><subfield code="z">(OCoLC)988438209</subfield><subfield code="z">(OCoLC)992059453</subfield><subfield code="z">(OCoLC)1007566927</subfield><subfield code="z">(OCoLC)1035690422</subfield><subfield code="z">(OCoLC)1037907076</subfield><subfield code="z">(OCoLC)1038700454</subfield><subfield code="z">(OCoLC)1045482202</subfield><subfield code="z">(OCoLC)1153534104</subfield></datafield><datafield tag="037" ind1=" " ind2=" "><subfield code="a">9780826102133</subfield><subfield code="b">Rittenhouse</subfield><subfield code="n">http://www.r2library.com</subfield></datafield><datafield tag="037" ind1=" " ind2=" "><subfield code="a">C0F2E708-59E3-4559-B93F-22D3A111D37D</subfield><subfield code="b">OverDrive, Inc.</subfield><subfield code="n">http://www.overdrive.com</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">R735</subfield><subfield code="b">.Q57 2006eb</subfield></datafield><datafield tag="060" ind1=" " ind2="4"><subfield code="a">W 18</subfield><subfield code="b">Q8i 2006</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">MED</subfield><subfield code="x">024000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">K</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">610.71/1</subfield><subfield code="2">22</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Quirk, Mark E.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n94052365</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Intuition and metacognition in medical education :</subfield><subfield code="b">keys to developing expertise /</subfield><subfield code="c">Mark Quirk ; foreword by John Flavell.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="a">New York, NY :</subfield><subfield code="b">Springer Pub. Co.,</subfield><subfield code="c">©2006.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xx, 151 pages) :</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Springer series on medical education</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 135-143) and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Cover -- Contents -- Preface -- Foreword -- Introduction -- ONE: An Emerging Paradigm for Medical Education -- Introduction -- A Case for Lifelong Learning -- Medical Expertise -- Metacognition as the Foundation of Lifelong Learning -- Summary -- TWO: Developing Expertise as the Aim of Medical Education -- Introduction -- Intelligence -- Expertise -- Capability and Competence -- A Few Words of Wisdom -- Summary -- THREE: Metacognitive Capabilities -- Introduction -- Metacognition -- Regulatory Capabilities -- Planning -- Reflection -- Strategic Knowledge -- Learning Style -- Perspective Taking -- The Risk of Too Much Metacognition -- FOUR: The Role of Intuition -- Introduction -- Intuition and Outcomes -- Elements of Intuition -- A Clinical Example -- Intuition and Complexity -- Developing From Novice to Expert -- Summary -- FIVE: Clinical Expertise -- Introduction -- A Complementary Processing System -- Using Metacognitive Capabilities to Develop Intuition -- Intuition or Metacognition -- Summary -- SIX: Clinical Problem Solving -- Introduction -- The Role of Intuition in the Neonatal Intensive Care Unit -- Surgical Intuition -- Radiology and Search Superiority -- Primary Care -- Inpatient Medicine -- A Metacognitive Approach -- Step 1. Defining the Problem -- Step 2. Mental Representation -- Step 3. Planning How to Proceed -- Step 4. Evaluation -- Summary -- SEVEN: Communication and the Physician8211;Patient Relationship -- Introduction -- Metacognition and Communication -- Perspective Taking as the Foundation of 8220;Metacommunication8221; -- An Example of Poor Perspective Taking in the Clinical Encounter -- Emotional Intelligence -- The Example of Apology -- A Word About Teamwork -- Intuition and the Doctor8211;Patient Relationship -- Concept of 8220;Thin Slices8221; -- Summary -- EIGHT: Professionalism -- Introduction -- Professionalism Revisited -- Professional Identity -- Collective Perspective Taking and Regulation -- Self-Assessment and Reflection Applied to Social Behavior -- Cultural Awareness -- Intuition and Stereotyping -- Respect -- Honesty and Integrity -- Altruism -- Summary -- NINE: Teaching Expertise -- Introduction -- Teaching Strategies -- Teaching From Text -- Experiential Narratives -- Metacognitive Scripts -- Surgical Case Description -- Discussion and Metacognitive Analysis -- Interacting With the Learner -- Role Play -- Teaching Style -- Modeling -- Faculty Development -- TEN: Self-Directed Learning -- Introduction -- Learning Strategies -- Planning and Controlling the Learning Process -- Goals -- Needs -- Objectives -- Methods -- Evaluation -- Strategies for Self-Directed Learning -- Self-Questioning -- Reading for Comprehension -- Learning Portfolios -- Review of Patients Perspective (RPP) -- Summary: Integrating Metacognitive Skill Building Into the Curriculum -- ELEVEN: A New Curricular Paradigm for Medical Education -- Introduction -- A New Paradigm -- Culture of Medical Education -- The Formal Curriculum -- Competencies and Objectives -- Focus on Exp.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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 w.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Medical education.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Metacognition.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85084024</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Intuition.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85067653</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Cognition.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85027742</subfield></datafield><datafield tag="650" ind1="1" ind2="2"><subfield code="a">Education, Medical</subfield><subfield code="x">methods</subfield></datafield><datafield tag="650" ind1=" " ind2="2"><subfield code="a">Education, Medical</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D004501</subfield></datafield><datafield tag="650" ind1="2" ind2="2"><subfield code="a">Cognition</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Enseignement médical.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Métacognition.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Intuition.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Cognition.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">intuition.</subfield><subfield code="2">aat</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">cognition.</subfield><subfield code="2">aat</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">MEDICAL</subfield><subfield code="x">Education & Training.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Cognition</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Intuition</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Medical education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Metacognition</subfield><subfield code="2">fast</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Intuition and metacognition in medical education (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGvR4bvGbYP4jRpXJrXQVP</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Quirk, Mark E.</subfield><subfield code="t">Intuition and metacognition in medical education.</subfield><subfield code="d">New York, NY : Springer Pub. Co., ©2006</subfield><subfield code="z">0826102131</subfield><subfield code="z">9780826102133</subfield><subfield code="w">(DLC) 2006012821</subfield><subfield code="w">(OCoLC)67282686</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Springer series on medical education (Unnumbered)</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2003127161</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=246057</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL423598</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ebrary</subfield><subfield code="b">EBRY</subfield><subfield code="n">ebr10265332</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">246057</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">181280</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">2923792</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EBA-ocn285300314 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:16:35Z |
| institution | BVB |
| isbn | 9780826103420 0826103421 |
| language | English |
| oclc_num | 285300314 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xx, 151 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Springer Pub. Co., |
| record_format | marc |
| series | Springer series on medical education (Unnumbered) |
| series2 | Springer series on medical education |
| spelling | Quirk, Mark E. http://id.loc.gov/authorities/names/n94052365 Intuition and metacognition in medical education : keys to developing expertise / Mark Quirk ; foreword by John Flavell. New York, NY : Springer Pub. Co., ©2006. 1 online resource (xx, 151 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Springer series on medical education Includes bibliographical references (pages 135-143) and index. Print version record. Cover -- Contents -- Preface -- Foreword -- Introduction -- ONE: An Emerging Paradigm for Medical Education -- Introduction -- A Case for Lifelong Learning -- Medical Expertise -- Metacognition as the Foundation of Lifelong Learning -- Summary -- TWO: Developing Expertise as the Aim of Medical Education -- Introduction -- Intelligence -- Expertise -- Capability and Competence -- A Few Words of Wisdom -- Summary -- THREE: Metacognitive Capabilities -- Introduction -- Metacognition -- Regulatory Capabilities -- Planning -- Reflection -- Strategic Knowledge -- Learning Style -- Perspective Taking -- The Risk of Too Much Metacognition -- FOUR: The Role of Intuition -- Introduction -- Intuition and Outcomes -- Elements of Intuition -- A Clinical Example -- Intuition and Complexity -- Developing From Novice to Expert -- Summary -- FIVE: Clinical Expertise -- Introduction -- A Complementary Processing System -- Using Metacognitive Capabilities to Develop Intuition -- Intuition or Metacognition -- Summary -- SIX: Clinical Problem Solving -- Introduction -- The Role of Intuition in the Neonatal Intensive Care Unit -- Surgical Intuition -- Radiology and Search Superiority -- Primary Care -- Inpatient Medicine -- A Metacognitive Approach -- Step 1. Defining the Problem -- Step 2. Mental Representation -- Step 3. Planning How to Proceed -- Step 4. Evaluation -- Summary -- SEVEN: Communication and the Physician8211;Patient Relationship -- Introduction -- Metacognition and Communication -- Perspective Taking as the Foundation of 8220;Metacommunication8221; -- An Example of Poor Perspective Taking in the Clinical Encounter -- Emotional Intelligence -- The Example of Apology -- A Word About Teamwork -- Intuition and the Doctor8211;Patient Relationship -- Concept of 8220;Thin Slices8221; -- Summary -- EIGHT: Professionalism -- Introduction -- Professionalism Revisited -- Professional Identity -- Collective Perspective Taking and Regulation -- Self-Assessment and Reflection Applied to Social Behavior -- Cultural Awareness -- Intuition and Stereotyping -- Respect -- Honesty and Integrity -- Altruism -- Summary -- NINE: Teaching Expertise -- Introduction -- Teaching Strategies -- Teaching From Text -- Experiential Narratives -- Metacognitive Scripts -- Surgical Case Description -- Discussion and Metacognitive Analysis -- Interacting With the Learner -- Role Play -- Teaching Style -- Modeling -- Faculty Development -- TEN: Self-Directed Learning -- Introduction -- Learning Strategies -- Planning and Controlling the Learning Process -- Goals -- Needs -- Objectives -- Methods -- Evaluation -- Strategies for Self-Directed Learning -- Self-Questioning -- Reading for Comprehension -- Learning Portfolios -- Review of Patients Perspective (RPP) -- Summary: Integrating Metacognitive Skill Building Into the Curriculum -- ELEVEN: A New Curricular Paradigm for Medical Education -- Introduction -- A New Paradigm -- Culture of Medical Education -- The Formal Curriculum -- Competencies and Objectives -- Focus on Exp. 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 w. Medical education. Metacognition. http://id.loc.gov/authorities/subjects/sh85084024 Intuition. http://id.loc.gov/authorities/subjects/sh85067653 Cognition. http://id.loc.gov/authorities/subjects/sh85027742 Education, Medical methods Education, Medical https://id.nlm.nih.gov/mesh/D004501 Cognition Enseignement médical. Métacognition. Intuition. Cognition. intuition. aat cognition. aat MEDICAL Education & Training. bisacsh Cognition fast Intuition fast Medical education fast Metacognition fast has work: Intuition and metacognition in medical education (Text) https://id.oclc.org/worldcat/entity/E39PCGvR4bvGbYP4jRpXJrXQVP https://id.oclc.org/worldcat/ontology/hasWork Print version: Quirk, Mark E. Intuition and metacognition in medical education. New York, NY : Springer Pub. Co., ©2006 0826102131 9780826102133 (DLC) 2006012821 (OCoLC)67282686 Springer series on medical education (Unnumbered) http://id.loc.gov/authorities/names/n2003127161 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=246057 Volltext |
| spellingShingle | Quirk, Mark E. Intuition and metacognition in medical education : keys to developing expertise / Springer series on medical education (Unnumbered) Cover -- Contents -- Preface -- Foreword -- Introduction -- ONE: An Emerging Paradigm for Medical Education -- Introduction -- A Case for Lifelong Learning -- Medical Expertise -- Metacognition as the Foundation of Lifelong Learning -- Summary -- TWO: Developing Expertise as the Aim of Medical Education -- Introduction -- Intelligence -- Expertise -- Capability and Competence -- A Few Words of Wisdom -- Summary -- THREE: Metacognitive Capabilities -- Introduction -- Metacognition -- Regulatory Capabilities -- Planning -- Reflection -- Strategic Knowledge -- Learning Style -- Perspective Taking -- The Risk of Too Much Metacognition -- FOUR: The Role of Intuition -- Introduction -- Intuition and Outcomes -- Elements of Intuition -- A Clinical Example -- Intuition and Complexity -- Developing From Novice to Expert -- Summary -- FIVE: Clinical Expertise -- Introduction -- A Complementary Processing System -- Using Metacognitive Capabilities to Develop Intuition -- Intuition or Metacognition -- Summary -- SIX: Clinical Problem Solving -- Introduction -- The Role of Intuition in the Neonatal Intensive Care Unit -- Surgical Intuition -- Radiology and Search Superiority -- Primary Care -- Inpatient Medicine -- A Metacognitive Approach -- Step 1. Defining the Problem -- Step 2. Mental Representation -- Step 3. Planning How to Proceed -- Step 4. Evaluation -- Summary -- SEVEN: Communication and the Physician8211;Patient Relationship -- Introduction -- Metacognition and Communication -- Perspective Taking as the Foundation of 8220;Metacommunication8221; -- An Example of Poor Perspective Taking in the Clinical Encounter -- Emotional Intelligence -- The Example of Apology -- A Word About Teamwork -- Intuition and the Doctor8211;Patient Relationship -- Concept of 8220;Thin Slices8221; -- Summary -- EIGHT: Professionalism -- Introduction -- Professionalism Revisited -- Professional Identity -- Collective Perspective Taking and Regulation -- Self-Assessment and Reflection Applied to Social Behavior -- Cultural Awareness -- Intuition and Stereotyping -- Respect -- Honesty and Integrity -- Altruism -- Summary -- NINE: Teaching Expertise -- Introduction -- Teaching Strategies -- Teaching From Text -- Experiential Narratives -- Metacognitive Scripts -- Surgical Case Description -- Discussion and Metacognitive Analysis -- Interacting With the Learner -- Role Play -- Teaching Style -- Modeling -- Faculty Development -- TEN: Self-Directed Learning -- Introduction -- Learning Strategies -- Planning and Controlling the Learning Process -- Goals -- Needs -- Objectives -- Methods -- Evaluation -- Strategies for Self-Directed Learning -- Self-Questioning -- Reading for Comprehension -- Learning Portfolios -- Review of Patients Perspective (RPP) -- Summary: Integrating Metacognitive Skill Building Into the Curriculum -- ELEVEN: A New Curricular Paradigm for Medical Education -- Introduction -- A New Paradigm -- Culture of Medical Education -- The Formal Curriculum -- Competencies and Objectives -- Focus on Exp. Medical education. Metacognition. http://id.loc.gov/authorities/subjects/sh85084024 Intuition. http://id.loc.gov/authorities/subjects/sh85067653 Cognition. http://id.loc.gov/authorities/subjects/sh85027742 Education, Medical methods Education, Medical https://id.nlm.nih.gov/mesh/D004501 Cognition Enseignement médical. Métacognition. Intuition. Cognition. intuition. aat cognition. aat MEDICAL Education & Training. bisacsh Cognition fast Intuition fast Medical education fast Metacognition fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85084024 http://id.loc.gov/authorities/subjects/sh85067653 http://id.loc.gov/authorities/subjects/sh85027742 https://id.nlm.nih.gov/mesh/D004501 |
| title | Intuition and metacognition in medical education : keys to developing expertise / |
| title_auth | Intuition and metacognition in medical education : keys to developing expertise / |
| title_exact_search | Intuition and metacognition in medical education : keys to developing expertise / |
| title_full | Intuition and metacognition in medical education : keys to developing expertise / Mark Quirk ; foreword by John Flavell. |
| title_fullStr | Intuition and metacognition in medical education : keys to developing expertise / Mark Quirk ; foreword by John Flavell. |
| title_full_unstemmed | Intuition and metacognition in medical education : keys to developing expertise / Mark Quirk ; foreword by John Flavell. |
| title_short | Intuition and metacognition in medical education : |
| title_sort | intuition and metacognition in medical education keys to developing expertise |
| title_sub | keys to developing expertise / |
| topic | Medical education. Metacognition. http://id.loc.gov/authorities/subjects/sh85084024 Intuition. http://id.loc.gov/authorities/subjects/sh85067653 Cognition. http://id.loc.gov/authorities/subjects/sh85027742 Education, Medical methods Education, Medical https://id.nlm.nih.gov/mesh/D004501 Cognition Enseignement médical. Métacognition. Intuition. Cognition. intuition. aat cognition. aat MEDICAL Education & Training. bisacsh Cognition fast Intuition fast Medical education fast Metacognition fast |
| topic_facet | Medical education. Metacognition. Intuition. Cognition. Education, Medical methods Education, Medical Cognition Enseignement médical. Métacognition. intuition. cognition. MEDICAL Education & Training. Intuition Medical education Metacognition |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=246057 |
| work_keys_str_mv | AT quirkmarke intuitionandmetacognitioninmedicaleducationkeystodevelopingexpertise |