Main description:

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.

Contents:

Part I: Review of the literatureProfessionsKnowledgeLearningExperiential Learning TheoryBrain plasticity, learning and memoryConstructivism and ObjectivismSkillCompetenceAssessment and AppraisalTacit KnowledgeTheories of ActionReflectionPart II: SynthesisOverview to synthesisTacit Knowledge RevisitedSkill, competence and assessment revisitedTheories of Action and Transforming Thought into Action revisitedReflection revisitedPart III: Conceptual FrameworkConceptual FrameworkPart IV: AppendicesBloom's Taxonomy of the Cognitive DomainAnderson and Krathwohl's Modification to Bloom's TaxonomyKrathwohl's Taxonomy of the Affective DomainSummary of the changes from the original frameworkThe Diligent Librarian