Table of Contents

Preface

Foreword, John Flavell, PhD

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


Metacognitive Capabilities


Introduction

Metacognition

Regulatory Capabilities



Planning



Reflection

Strategic Knowledge



Learning Style



Perspective Taking

The Risk of Too Much Metacognition



The Role of Intuition


Introduction

Intuition and Outcomes

Elements of Intuition

A Clinical Example

Intuition and Complexity

Developing from Novice to Expert

Summary


Clinical Expertise: A Blend of Intuition and Metacognition


Introduction

A Complementary Processing System

Using Metacognitive Capabilities to Develop Intuition

Intuition or Metacognition

Summary


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


Communication and the Physician-Patient Relationship


Introduction

Metacognition and Communication

Perspective Taking as the Foundation of "Metacommunication"

An Example of Poor Perspective Taking in the Clinical Encounter

Emotional Intelligence

The Example of Apology

A Word about Teamwork

Intuition and the Doctor-Patient Relationship

Concept of "Thin Slices"

Summary


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


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


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 Comprehensive



Learning Portfolios



Review of Patient's Perspective (RPP)

Summary: Integrating Metacognitive Skill-Building into the Curriculum


A New Curricular Paradigm for Medical Education


Introduction

A New Paradigm

Culture of Medical Education

The Formal Curriculum



Competencies and Objectives



Focus on Experience



Evaluation

Summary

References

Index

About the Author

Mark Quick, EdD, is professor of family medine and community health at the University of Massachusetts Medical School (UMMS).