Intuition and Metacognition in Medical Education: Keys to Developing Expertise available in Hardcover
- Pub. Date:
- Springer Publishing Company
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 will help them to think more clearly and thoroughly about what they read, hear, and learn on a day-to-day basis and thus become more informed and humanistic doctors.
About the Author
Mark Quick, EdD, is professor of family medine and community health at the University of Massachusetts Medical School (UMMS) and has published numerous articles related to behavioral and social science research and medical education. His research has focused on faculty developement, psysician-patient communication, disease prevention, evaluation, cognitive development, and health education. His articles appear in journals such as Family Medicine, Radiology, Teaching and Learning in Medicine, Social Science in Medicine, Health Psychology, Academic Medicine, International Journal of Psychology, Enrivonment and Behavior, Preventive Medicine, and Merrill Palmer Quarterly. He initiated the first required course at the University of Massachusetts Medical School on communication skills in 1982. He is the 2006 recipient of the STFM Excellence in Education Award, which recognizes leadership in support of teaching curriculum development and research in medical education.
Dr. Quirk has delivered invited keynote addresses on doctor-patient communication and on teaching to the Group on Educational Affairs, the International Association of Health Psychologists, and the Nordic Network for Education in Medical Communications. He has published a book on teaching and learning in medical education titled How to Learn and Teach in Medical School. He is an executive leader of the Macy Health Care Communication Initiative and the author of an Arthur Vining Davis Foundation Grant to develop caring attitudes among physicians.
The Clinical Faculty Development Center (CFDC) that Dr. Quirk directs has enrolled more than 800 primary care physicians from 15 medical schools in the northeastern United States. In the core program, Teaching of Tomorrow, 15 faculty members at UMMS share their educational expertise during a series of three weekend conferences each year. The CFDC also offers national workshops on medical education.
Numerous medical schools, hospitals, and professional organizations have sought consultation from Dr. Quirk in the areas of faculty development and physician communication. In addition, he has authored or coauthored successful training grants that have been funded for more than $4,000,000 since 1978. At UMMS, he is the assistant dean for academic achievement. In this role, he directs the Center for Academic Achievement (CAA), which focuses on teaching and learning in the preclinical and clinical years. Specific programs of the CAA include clinical skills electives, individual tutorials, and learning workshops for medical students, residents, and practicing physicians.
In his role as associate chair in family medicine and community health, Dr. Quirk assists the department in academic developement efforts. He chairs the Department Personnel Action Committee and is a member of the school's Basic and Clinical Science Academic Evaluation Boards and the Educational Policy Committee.
Table of Contents· Foreword
· An Emerging Paradigm for Medical Education
· Developing Expertise as the Aim of Medical Education
· Metacognitive Capabilities
· The Role of Intuition
· Clinical Expertise: A Blend of Intuition and Metacognition
· Clinical Problem-solving
· Communication and the Physician-Patient Relationship
· Collective Perspective-taking and Regulation
· Teaching Expertise
· Teaching Strategies
· Teaching from Text
· Interacting with the Learner
· Learning Strategies
· Planning and Controlling the Learning Process
· A New Curricular Paradigm for Medical Education
· A New Paradigm
· Culture of Medical Education
· The Formal Curriculum
What People are Saying About This
[A] wonderful presentation... I have been working on several cognitive projects with students including attempts to overcome pre-mature closure and biases using several cognitive forcing strategies including the incorporation of cross word puzzles. It was enlightening to me to consider the expansion of the definition of metacognition to include the feelings of both physician and patient and the idea that intution is actually modulated by metacognition. These ideas have opened up some new avenues for me in teaching and evalution. "
--William D. Barnhart, MD MBA FACP,
Department of Internal Medicine,
University of Illinois College of Medicine-Rockford
"...the author shows in fascinating detail how metacognition and intuition can be used to enhance the teaching of medical faculty and the lifelong learning of their students. The book abounds with useful, concrete suggestions for student activities…as well as insightful cautions about possible over reliance on these processes. I believe that fostering metacognition in medical teachers and students is both worth doing and feasible."
-From the Foreword by John Flavell, PhD, Stanford University
“I enjoyed and learned a tremendous amount from Intuition and Metacognition in Medical Education. I frequently teach trainees about metacognition and effective reading/learning strategies to refine and continually update their clinical knowledge and promote clinical reasoning skills. It became clear (through great examples) how those same methods and efforts can promote communication skills, compassion, and professionalism. I
have already modified my teaching and supervision based on this book and have recommended it to colleagues.” ----Gurpreet Dhaliwal, M.D., Assistant Clinical Professor of Medicine, University of California San Francisco, San Francisco VA Medical Center