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. Front Matter ....Pages i-xvii Front Matter ....Pages 1-1 Professions (Derek Burke)....Pages 3-4 Knowledge (Derek Burke)....Pages 5-14 Learning (Derek Burke)....Pages 15-27 Experiential Learning Theory (Derek Burke)....Pages 29-37 Brain Plasticity, Learning and Memory (Derek Burke)....Pages 39-42 Constructivism and Objectivism (Derek Burke)....Pages 43-48 Skill (Derek Burke)....Pages 49-60 Competence (Derek Burke)....Pages 61-63 Assessment and Appraisal (Derek Burke)....Pages 65-74 Tacit Knowledge (Derek Burke)....Pages 75-80 Theories of Action (Derek Burke)....Pages 81-88 Reflection (Derek Burke)....Pages 89-95 Front Matter ....Pages 97-97 Overview to Synthesis (Derek Burke)....Pages 99-106 Tacit Knowledge Revisited (Derek Burke)....Pages 107-119 Skill, Competence and Assessment Revisited (Derek Burke)....Pages 121-135 Theories of Action and Transforming Thought into Action Revisited (Derek Burke)....Pages 137-142 Reflection Revisited (Derek Burke)....Pages 143-154 Front Matter ....Pages 157-157 Conceptual Framework (Derek Burke)....Pages 157-175 Back Matter ....Pages 177-186 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. -- from the publisher
