By Richard B. Gunderman

Delivering theoretical insights and sensible feedback, attaining Excellence in clinical schooling explores a vital query dealing with clinical educators and inexperienced persons: what's our imaginative and prescient of academic excellence and what may be performed to reinforce functionality? insurance contains: assets for selling excellence in clinical schooling, provides and pitfalls of latest academic applied sciences, and scientific education’s position in getting ready destiny leaders.

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Extra resources for Achieving Excellence in Medical Education (2006, 2007)

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No one has ever managed to fill long-term memory to the point that it cannot hold another bit of information. Let us consider each of these types of memory in more detail. A key consideration in understanding sensory memory is attention. If we are not paying attention to something, we are not likely to learn it, because it never appears in our consciousness. To take an extreme case, I am unlikely to learn much from the physiology lecture now taking place when I am across the hall in an anatomy lecture.

Proximity is likewise important. If objects are close to one another, we are more likely to see them as belonging together in some way. In the case of music, if the notes are separated too much from one another in time, we may not discern a coherent melody, but only a series of disconnected tones. Continuity is also important. If we can establish a series or sequence, then an object’s boundaries will likely appear to lie where that sequence is broken. For example, we might turn one row of dots into two rows of dots, simply by removing the middle dot.

What would it mean to excel as a physician, and how can we best prepare medical students and residents to attain that level of performance? It is unrealistic to expect new graduates to function at the same level as physicians with decades of experience, but it would be a mistake not to launch them on a trajectory that leads to genuine expertise. First-rate physicians are not merely competent, they are experts, and we should prepare our trainees to achieve this level of excellence. In order to prepare them to function as experts, however, we must first understand what it means to be an expert.

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