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Achieving Excellence in Medical Education: Second Edition by Richard B. Gunderman

By Richard B. Gunderman

A goldmine of theoretical insights and useful feedback, AchievingExcellence in scientific schooling, moment Edition explores the fundamental query dealing with clinical educators and freshmen this day: what's our imaginative and prescient of academic excellence, and what do we do to augment our performance?

Among the subjects explored inside this up to date, enticing, informative, and thought-provoking textual content are:

• Education’s place as a concern of clinical schools

• Seminal academic insights from non-medical educators

• most sensible practices of exceptional educators and learners

• supplies and pitfalls of latest academic technologies

• Key assets for selling excellence in clinical education

• clinical 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 gives a template for "Achieving Excellence in scientific Education." - magazine of the yank scientific Association

"Gunderman is an comprehensive educator, renowned as a considerate and provocative instructor. . . i like to recommend his ebook 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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Additional resources for Achieving Excellence in Medical Education: Second Edition

Example text

This is the traditional forte of the anatomist, the pathologist, the surgeon, and the radiologist. In order to discern what is wrong with a patient, we must discover what portion of their structure is out of shape. To know whether someone is ill, we seek a structural abnormality. If the appendix has a normal appearance, with no trace of inflammation, then we dismiss the diagnosis of appendicitis. If a patient with cough and fever has a normal chest radiograph, we know that they do not have pneumonia, although they could have a raging case of bronchitis.

B. 1007/978-0-85729-307-7_2, © Springer-Verlag London Limited 2011 17 18 Achieving Excellence in Medical Education reviewing these theories is to provoke our own reflective educational practice, and to inspire new approaches that improve our educational efficiency and effectiveness. Efficiency refers to the resources expended to achieve a particular goal. They may include time, effort, personnel (educator full-time equivalents [FTEs]), money, and so on. If we can achieve the same educational results with a lower expenditure of resources, then we have improved our educational efficiency.

There is no single fixed body of knowledge that every learner must acquire, and the best educators can do is to prepare learners to continue to learn for themselves. Instructionally, learners are not recipients of information, but active explorers of the field. Learning is an adventure, and missteps and failures are an inevitable and even desirable part of the learning process, as long as they are seized upon as learning opportunities. It is more difficult to separate instruction and assessment, inasmuch as both are going on simultaneously in the best learning environments.

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