| 000 | 03318nam a22004695i 4500 | ||
|---|---|---|---|
| 001 | 978-3-030-46279-6 | ||
| 003 | DE-He213 | ||
| 005 | 20210227000121.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 200810s2020 gw | s |||| 0|eng d | ||
| 020 | _a9783030462796 | ||
| 024 | 7 |
_a10.1007/978-3-030-46279-6 _2doi |
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| 040 | _cМУБИС | ||
| 050 | 4 | _aR735-845 | |
| 072 | 7 |
_aJNU _2bicssc |
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| 072 | 7 |
_aEDU000000 _2bisacsh |
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| 072 | 7 |
_aJNU _2thema |
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| 072 | 7 |
_aVFD _2thema |
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| 082 | 0 | 4 |
_a610.71 _223 |
| 100 | 1 |
_aBurke, Derek. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 0 |
_aHow Doctors Think and Learn _h[electronic resource] / _cby Derek Burke. |
| 250 | _a1st ed. 2020. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2020. |
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| 300 |
_aXVII, 186 p. 76 illus., 11 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 505 | 0 | _aPart I: Review of the literature -- Professions -- Knowledge -- Learning -- Experiential Learning Theory -- Brain plasticity, learning and memory -- Constructivism and Objectivism -- Skill -- Competence -- Assessment and Appraisal -- Tacit Knowledge -- Theories of Action -- Reflection -- Part II: Synthesis -- Overview to synthesis -- Tacit Knowledge Revisited -- Skill, competence and assessment revisited -- Theories of Action and Transforming Thought into Action revisited -- Reflection revisited -- Part III: Conceptual Framework -- Conceptual Framework -- Part IV: Appendices -- Bloom’s Taxonomy of the Cognitive Domain -- Anderson and Krathwohl’s Modification to Bloom’s Taxonomy -- Krathwohl’s Taxonomy of the Affective Domain -- Summary of the changes from the original framework -- The Diligent Librarian. | |
| 520 | _aThis 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. | ||
| 650 | 0 | _aMedical education. | |
| 650 | 1 | 4 |
_aMedical Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O26000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030462789 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030462802 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030462819 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-46279-6 |
| 942 |
_2ddc _cEBOOK |
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| 999 |
_c102239 _d102239 |
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