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The quality of medical education hinges on the quality of leadership in academic medical centers. Medical education programs that lack leadership, or are poorly led, are unlikely to thrive. In the effort to improve the quality of our leadership, we need to define the curriculum for leadership development. What do effective leaders know what skills do they possess, and what practical experiences do...
The quality of the resident recruitment and selection process makes a big difference for any radiology department. Selection and recruitment are among the most important activities of any organization. Bring great people on board, and the organization will tend to thrive. Bring the wrong people on board, and delivering the organization's mission successively will beco-medifficult. The outputs of any...
If learners are to perform at their best and become the best physicians they are capable of being, it is important that we help them develop a clear vision of excellence in learning. Whether they be medical students, residents, fellows, or even practicing physicians participating in continuing medical education programs, we need to help them to see their target clearly if they are to hit it. In the...
New educational technologies offer great promise in improving medical education. We should, however, temper our technological enthusiasm with a dose of realism, never forgetting that new technologies cannot outperform the educators who design and implement them. No matter how fancy the bells and whistles, a bad lecture will remain a bad lecture whether it is delivered live or electronically. Uninspired...
How do we know whether our educational programs are achieving their goals? Medicine itself has experienced a movement toward outcomes assessment, grounded in the view that we cannot really know whether medicine works if we do not undertake an assessment of outcomes, and this trend has affected medical education, as well. We can say how many hours students spend in the classroom, the curriculum they...
If medical educators are to perform at our best, it is vital that we understand how people learn. Learning, not teaching, is the ultimate outcome of medical education, and we are unlikely to foster it effectively if we do not understand what it is and how it takes place. Yet most medical educators have little or no background in formal educational theory. If we are good teachers, it is frequently...
Academic medicine is like a tripod, standing on three legs. One leg is patient care, one is research, and one is education. Over the course of the twentieth century, the emphasis placed on each of these missions changed. In recent years, education has become the short leg of the tripod. More and more attention and resources have been devoted to patient care and research, and education has languished...
Professional excellence is difficult to achieve outside a good organization. Conversely, flourishing organizations are difficult to develop without good people. A domain where the intersection of professional and organizational goods is particularly important, especially in our information age, is the sharing of knowledge. If medical education is to thrive in years to come, it is vital that we become...
Medical schools and hospitals often spend huge sums of money purchasing and maintaining facilities and equipment, but relatively little time and effort attempting to understand the people who work with them. In fact, however, the single most expensive and certainly the most important item on the budget of many departments and physician practices is the compensation of the physicians themselves. The...
Especially in medicine, most of us are familiar with educational approaches that are instructor centered. The instructor is the single most active person in the learning environment, and bears responsibility for determining what is taught, how it is taught, when it is taught, and how learner performance is assessed. Often underlying instructor-centered approaches to education is the view that learners...
Many of the most important lessons in the education of physicians are not well conveyed by lectures, books, and electronic media. These lessons touch on such topics as work ethic, goal setting, patient interaction, consultation, and coping with uncertainty and failure. Whether we are aware of it or not, each medical educator manifests characteristic patterns of conduct in these areas, and these habits...
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