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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9072
Title: How to teach the doctor?
Authors: Boshuizen, Els
Keywords: Medical Education
Instruction
Issue Date: 2014
Citation: Boshuizen, H. P. A. (2014). How to teach the doctor? Ten laws to teach medicine. Yliopisto Pedagogiikka, 21(2), 22-24.
Abstract: When new doctors graduate, we expect a lot from them. Not only do we assume that new doctors immediately fit into their new role and are immediately ready for their increased responsibility and new relationships with other health care providers, but we also assume that they have all the knowledge needed for this. That is contrary to what they find themselves. Not only do young graduates indicate that these things fall heavily onto them in the first period of their new existence, research also shows that they have still not reached the knowledge level of their experienced colleagues. On the other hand, there is evidence that when it comes to up-to-date knowledge, recent graduates score best. This ready knowledge seems then to decrease in the course of the medical career. These two observations suggest that although much is improved during the medical career (and hence is learned), a lot can also be improved. In this article 10 laws of cognitive psychology When new doctors graduate, we expect a lot from them. Not only do we assume that new doctors immediately fit into their new role and are immediately ready for their increased responsibility and new relationships with other health care providers, but we also assume that they have all the knowledge needed for this. That is contrary to what they find themselves. Not only do young graduates indicate that these things fall heavily onto them in the first period of their new existence, research also shows that they have still not reached the knowledge level of their experienced colleagues. On the other hand, there is evidence that when it comes to up-to-date knowledge, recent graduates score best. This ready knowledge seems then to decrease in the course of the medical career. These two observations suggest, therefore, that although much is improved during the medical career (and hence is learned), a lot can also be improved. In this article I will try to show how such improvement may look like. I do this on the basis of 10 laws of cognitive psychology.
Description: theoretical paper
URI: http://hdl.handle.net/1820/9072
Appears in Collections:1. ET: Publications and Preprints

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