This book describes the theoretical basis for the acquisition; development and refining of professional medical skills from entry level into professional training to those developing specialist expertise. Chapters review the presently available literature on educational theory, the cognitive processes underpinning memory and learning, skill acquisition, competence and assessment and reflection. A synthesis is also presented on why a particular theoretical foundation model of professional skill acquisition should be adopted based on the current understanding of traditional educational theory, theories of cognitive development and neurophysiology.
How Doctors Think and Learn
details the theoretical basis for acquiring and developing professional medical skills and is an essential resource for all those who deliver medical education, training and professional development.
Edition
Language
Place of publication
Publishing group
Springer International Publishing
Target group
Professional and scholarly
Illustrations
65 s/w Abbildungen, 11 farbige Abbildungen
XVII, 186 p. 76 illus., 11 illus. in color.
Dimensions
Height: 241 mm
Width: 160 mm
Thickness: 16 mm
Weight
ISBN-13
978-3-030-46278-9 (9783030462789)
DOI
10.1007/978-3-030-46279-6
Schweitzer Classification
Derek Burke is currently the Suitable Person and Head of Clinical Governance at Gibraltar Health Authority which runs St Bernard's Hospital and Ocean Views Mental Health Hospital, in the British Overseas Territory of Gibraltar. He was formerly Consultant in Paediatric Emergency Medicine, Medical Director and Responsible Officer at Sheffield Children's Hospital, as well as part of the Executive Board of the Hospital. Prof. Burke was appointed an Honorary Chair at Sheffield Hallam University in 2013.
Part I: Review of the literature.- Professions.- Knowledge.- Learning.- Experiential Learning Theory.- Brain plasticity, learning and memory.- Constructivism and Objectivism.- Skill.- Competence.- Assessment and Appraisal.- Tacit Knowledge.- Theories of Action.- Reflection.- Part II: Synthesis.- Overview to synthesis.- Tacit Knowledge Revisited.- Skill, competence and assessment revisited.- Theories of Action and Transforming Thought into Action revisited.- Reflection revisited.- Part III: Conceptual Framework.- Conceptual Framework.- Part IV: Appendices.- Bloom's Taxonomy of the Cognitive Domain.- Anderson and Krathwohl's Modification to Bloom's Taxonomy.- Krathwohl's Taxonomy of the Affective Domain.- Summary of the changes from the original framework.- The Diligent Librarian.
