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