Intuition and Metacognition in Medical Education

Mark Quick, EdD, is professor of family medine and community health at the University of Massachusetts Medical School (UMMS).

• PrefaceForeword, John Flavell, PhDIntroductionOne: An Emerging Paradigm for Medical EducationIntroductionA Case for Lifelong LearningMedical ExpertiseMetacognition as the Foundation of Lifelong LearningSummary Two: Developing Expertise as the Aim of Medical EducationIntroductionIntelligenceExpertiseCapability and CompetenceA Few Words of WisdomSummaryMetacognitive CapabilitiesIntroductionMetacognitionRegulatory Capabilities Planning ReflectionStrategic Knowledge Learning Style Perspective TakingThe Risk of Too Much MetacognitionThe Role of IntuitionIntroductionIntuition and OutcomesElements of IntuitionA Clinical ExampleIntuition and ComplexityDeveloping from Novice to ExpertSummaryClinical Expertise: A Blend of Intuition and MetacognitionIntroductionA Complementary Processing SystemUsing Metacognitive Capabilities to Develop IntuitionIntuition or MetacognitionSummaryClinical Problem SolvingIntroductionThe Role of Intuition in the Neonatal Intensive Care UnitSurgical IntuitionRadiology and Search SuperiorityPrimary CareInpatient MedicineA Metacognitive Approach Step 1. Defining the Problem Step 2. Mental Representation Step 3. Planning How to Proceed Step 4. EvaluationSummaryCommunication and the Physician-Patient RelationshipIntroductionMetacognition and CommunicationPerspective Taking as the Foundation of "Metacommunication"An Example of Poor Perspective Taking in the Clinical EncounterEmotional IntelligenceThe Example of ApologyA Word about TeamworkIntuition and the Doctor-Patient RelationshipConcept of "Thin Slices"Summary ProfessionalismIntroductionProfessionalism RevisitedProfessional IdentityCollective Perspective Taking and RegulationSelf-Assessment and Reflection Applied to Social BehaviorCultural Awareness Intuition and StereotypingRespectHonesty and IntegrityAltruismSummaryTeaching ExpertiseIntroductionTeaching StrategiesTeaching from Text Experiential Narratives Metacognitive Scripts Surgical Case Description Discussion and Metacognitive AnalysisInteracting with the Learner Role Play Teaching Style ModelingFaculty DevelopmentSelf-Directed LearningIntroductionLearning StrategiesPlanning and Controlling the Learning Process Goals Needs Objectives Methods EvaluationStrategies for Self-Directed Learning Self-Questioning Reading for Comprehensive Learning Portfolios Review of Patient's Perspective (RPP)Summary: Integrating Metacognitive Skill-Building into the CurriculumA New Curricular Paradigm for Medical EducationIntroductionA New ParadigmCulture of Medical EducationThe Formal Curriculum Competencies and Objectives Focus on Experience EvaluationSummaryReferencesIndex

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