CHALLENGES FOR CLINICAL EDUCATORS

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COX KEN

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Seminar Paper

Paper Information

Seminar: NATIONAL CONFERENCE ON MEDICAL EDUCATION
Year:2005 | Issue:7

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Title

CHALLENGES FOR CLINICAL EDUCATORS

Author(s)

COX KEN

Keywords

Not Registered.

Abstract

CLINICAL EDUCATORS FACE MANY CHALLENGES IN THE WORLD OF PRACTICE. PERSISTING SOURCES OF CLINICAL ERROR – COGNITIVE, PERCEPTUAL, MANUAL, PROCEDURAL, ETHICAL, INTERPERSONAL AND INTRAPERSONAL – ARE NOTICED, BUT MAY REMAIN UNCORRECTED AND THEIR EXPLANATIONS UNSTUDIED! MISTAKES ARE SO COMMON THAT THEY SEEM ALMOST ‘NORMAL’ EVERYDAY BEHAVIORS, BUT THEY CAN HAVE DANGEROUS CONSEQUENCES. FEW CLINICAL TEACHERS ARE TAUGHT HOW TO BE EFFECTIVE MENTORS AND SUPPORTIVE FRIENDS WHO LISTEN TO TRAINEES ON A REGULAR BASIS, AND GUIDE THEM THROUGH THEIR UNCERTAINTIES AND DILEMMAS, AND CORRECT THEIR PERFORMANCE ERRORS. CLINICAL EDUCATION ALSO FACES SOME EXCITING CONCEPTUAL CHANGES! PRACTICE IS SCIENTIFICALLY INFORMED, BUT IS SEEN BOTH AS MUCH MORE COMPLEX THAN BIOSCIENCE, AND SIMULTANEOUSLY MANAGED BY HUMAN COMMONSENSE. CLINICIANS MUST UNDERSTAND THAT UNIFACTORIAL, CONTEXT-FREE SCIENTIFIC METHOD CANNOT HANDLE COMPLEXITY! CLINICIANS FACE IRREDUCIBLE UNCERTAINTY ABOUT EXACTLY WHAT’S WRONG IN EACH PATIENT. CONFIRMATION ATTEMPTS SUCCESSIVE APPROXIMATIONS TO DIAGNOSTIC ACCURACY (OR GUESSING). “WHAT’S ENOUGH?” EVIDENCE HAS NO ‘TRUE’ ANSWER! TRADE-OFFS, JUDGMENT AND DECISION-MAKING ARE NOT SCIENTIFIC PROCESSES. DECISION MAKING BALANCES PREDICTIONS OF OUTCOMES AGAINST THE PATIENT’S HOPES AND PERSONAL CIRCUMSTANCES, AND THE HEALTH SYSTEM’S RESOURCES. EVIDENCE-BASED MEDICINE CAN FINE-TUNE THE PROBABILITIES, BUT “WHAT’S IMPORTANT?” OVER-RIDES THE NUMBERS. NEW RESEARCH IN MANY FIELDS IS EXPOSING MECHANISMS RELEVANT TO CLINICAL PRACTICE –PATTERN RECOGNITION, INTUITION, EMPATHY, NON-PROPORTIONAL EMOTIONS, WORKING INTELLIGENCE, INFORMATION OVERLOAD, GUT FEELINGS, FUZZY LOGIC, GENE-ENVIRONMENT INTERACTIONS AND SO ON - BUT ARE CURRENTLY LITTLE NOTICED BY CLINICIANS. AN SIMPLE PARADIGM EXPLAINS HOW YOUR PERCEPTUAL, EXPERIENCING MIND, PLUS YOUR ADD-ON VERBAL, LOGICAL AND NUMERICAL EXPLAINING MIND, AND YOUR EXECUTIVE WORKING MEMORY MIND MANAGE PRACTICE FROM CASE PRESENTATION TO ACTION. THESE MINDS INTEGRATE CLINICAL PERFORMANCE, BUT ARE LIMITED AND FLAWED THEMSELVES. PRACTICE MUST NOW BE UNDERSTOOD, STUDIED AND TAUGHT AS A RIGOROUS GROWING DISCIPLINE WITHIN A NEW BROAD SCHOLARSHIP OF HUMAN PRACTICAL THINKING AND ACTION. THE CLINICAL TASK INCLUDES PERSON/PATIENT MANAGEMENT, DISEASE MANAGEMENT, HEALTH SYSTEM MANAGEMENT AND SELF-MANAGEMENT. MANAGEMENT RESEARCH APPLIES PRACTICAL SCIENCE TO THE JUDGMENTAL AND BEHAVIORAL ERRORS WITHIN THESE MANAGEMENT TASKS! CLINICAL EDUCATORS MUST FOSTER INDIVIDUAL SELF-AWARE PRACTICE. “NOTHING IS SO PRACTICAL AS A GOOD THEORY!”

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Cite

APA: Copy

COX, KEN. (2005). CHALLENGES FOR CLINICAL EDUCATORS. NATIONAL CONFERENCE ON MEDICAL EDUCATION. SID. https://sid.ir/paper/905887/en

Vancouver: Copy

COX KEN. CHALLENGES FOR CLINICAL EDUCATORS. 2005. Available from: https://sid.ir/paper/905887/en

IEEE: Copy

KEN COX, “CHALLENGES FOR CLINICAL EDUCATORS,” presented at the NATIONAL CONFERENCE ON MEDICAL EDUCATION. 2005, [Online]. Available: https://sid.ir/paper/905887/en

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