Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
3 - Clinical Reasoning
Published online by Cambridge University Press: 06 April 2018
Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
- Type
- Chapter
- Information
- Education in AnesthesiaHow to Deliver the Best Learning Experience, pp. 17 - 24Publisher: Cambridge University PressPrint publication year: 2018
References
Selected Readings
Cleary, T. J.,Durning, S. J., Artino, A. R. Jr. Microanalytic assessment of self-regulated learning during clinical reasoning tasks: Recent developments and next steps. Acad Med 2016; 91(11): 1516–21. PubMed PMID: 27191840.Google Scholar
Wu, B., Wang, M., Grotzer, T. A., Liu, J., Johnson, J. M.. Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning. BM Med Educ 2016; 16: 216.CrossRefGoogle ScholarPubMed
References
Shojania, K. G., Burton, E. C., McDonald, K. M., Goldman, L.. The autopsy as an outcome and performance measure. Evid Rep Technol Assess 2002; 202: 1–5.Google Scholar
Norman, G.. Building on experience – the development of clinical reasoning. N Engl J Med 2006; 355: 2251–2.CrossRefGoogle ScholarPubMed
Brennan, T. A., Leape, L. L., Laird, N. M. et al. Incidence of adverse events and negligence in hospitalized patients: Results of the Harvard Medical Practice Study. N Engl J Med 1991; 324: 370–6.CrossRefGoogle ScholarPubMed
Onyon, C.. Problem-based learning: A review of the educational and psychological theory. Clin Teach 2012; 9: 22–6.CrossRefGoogle ScholarPubMed
Wolpaw, T. M., Wolpaw, D. R., Papp, K. K.. SNAPPS: A learner-centered model for outpatient education. Acad Med 2003; 78: 893–8.CrossRefGoogle ScholarPubMed
Neher, J. O., Gordon, K. C., Meyer, B., Stevens, N.. A five-step “microskills” model of clinical teaching. J Am Board Fam Pract 1992; 5: 419–24.Google ScholarPubMed