Titlebook: Remediation in Medical Education; A Mid-Course Correct Adina Kalet,Calvin L. Chou Book 20141st edition This is a U.S. Government work and n

inclusive

Remediation of Interpersonal and Communication Skillsa combination of these factors. Overemphasis on the biomedical interviewing model, learners’ psychological and psychiatric factors or issues of cultural or language diversity may also contribute to communication difficulties. For learners who need remediation in communication and interpersonal skill

adjacent

Remediation of Physical Exam Skillsl and educator constraints to educating about physical exam skills, describe methods of identifying learners needing remediation, describe potential tools that can be used in remediation, and, finally, revisit each of the major PE skills deficit domains with illustrative cases and specific remediati

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Assessing and Remediating Clinical Reasoningse, he or she can have difficulty applying that knowledge to patient problems. In this chapter, the authors discuss how the cognitive processes involved in decision-making apply in medicine. They propose a framework for how educators can teach and model decision-making to medical trainees based on t

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Remediating Lapses in Professionalismstic assessment of strengths and shortcomings in their understanding of the ethical and moral dimensions of professionalism. In addition to providing examples of programs designed to address an event for an individual or group (e.g., cheating, subpar behavior in practice), the authors highlight stra

aerobic

的事物

Learning Differences and Medical Educationimpairing achievement and clinical performance. In this chapter, the author provides a conceptual framework and vocabulary for understanding and describing the wide range of normal variations in cognitive abilities of all students, including medical students. He describes how learning challenges can

moribund

“Well, This Is Awkward”: Autism Spectrum Disorder in Medical Traineesability. If physicians have difficulty accurately reading verbal and nonverbal cues in patient encounters, they will likely be perceived as detached or lacking in empathy. Similarly, if trainees do not regulate their physical distance or the intensity of their speech, they may unintentionally alarm

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