Intuition and Metacognition in Medical Education: Keys to Developing Expertise (Springer Series on Medical Education)

Contents......Page 8
Preface......Page 14
Foreword......Page 16
Introduction......Page 18
A Case for Lifelong Learning......Page 24
Medical Expertise......Page 26
Metacognition as the Foundation of Lifelong Learning......Page 31
Summary......Page 33
Introduction......Page 34
Intelligence......Page 35
Expertise......Page 39
Capability and Competence......Page 41
A Few Words of Wisdom......Page 43
Summary......Page 44
Metacognition......Page 46
Regulatory Capabilities......Page 49
Planning......Page 50
Reflection......Page 52
Learning Style......Page 53
Perspective Taking......Page 55
The Risk of Too Much Metacognition......Page 57
Intuition and Outcomes......Page 60
Elements of Intuition......Page 62
A Clinical Example......Page 63
Intuition and Complexity......Page 64
Developing From Novice to Expert......Page 65
Summary......Page 66
A Complementary Processing System......Page 68
Using Metacognitive Capabilities to Develop Intuition......Page 69
Intuition or Metacognition......Page 70
Summary......Page 74
The Role of Intuition in the Neonatal Intensive Care Unit......Page 76
Surgical Intuition......Page 78
Radiology and Search Superiority......Page 79
Primary Care......Page 80
Inpatient Medicine......Page 82
Step 1. Defining the Problem......Page 84
Step 3. Planning How to Proceed......Page 87
Step 4. Evaluation......Page 89
Summary......Page 90
Metacognition and Communication......Page 92
Perspective Taking as the Foundation of “Metacommunication”......Page 95
An Example of Poor Perspective Taking in the Clinical Encounter......Page 96
The Example of Apology......Page 97
Intuition and the Doctor–Patient Relationship......Page 99
Concept of “Thin Slices”......Page 100
Summary......Page 102
Professionalism Revisited......Page 104
Professional Identity......Page 106
Collective Perspective Taking and Regulation......Page 108
Self-Assessment and Reflection Applied to Social Behavior......Page 109
Cultural Awareness......Page 110
Respect......Page 111
Honesty and Integrity......Page 112
Altruism......Page 113
Summary......Page 115
Teaching Strategies......Page 116
Experiential Narratives......Page 117
Metacognitive Scripts......Page 120
Surgical Case Description......Page 122
Role Play......Page 123
Teaching Style......Page 125
Modeling......Page 130
Faculty Development......Page 131
Learning Strategies......Page 134
Planning and Controlling the Learning Process......Page 135
Needs......Page 136
Objectives......Page 138
Evaluation......Page 139
Self-Questioning......Page 140
Reading for Comprehension......Page 141
Learning Portfolios......Page 144
Review of Patient’s Perspective (RPP)......Page 145
Summary: Integrating Metacognitive Skill Building Into the Curriculum......Page 146
A New Paradigm......Page 148
Culture of Medical Education......Page 149
Competencies and Objectives......Page 151
Focus on Experience......Page 154
Evaluation......Page 155
Summary......Page 156
References......Page 158
C......Page 168
G......Page 169
L......Page 170
P......Page 171
S......Page 172
T......Page 173
W......Page 174