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This book offers a fresh and original approach to professional education which has a resonance well beyond the medical practitioners for whom it has been written and considerable relevance for teacher development.
(...)The authors criticise the over-reliance in post-graduate medical education on the one-way transmission of factual knowledge, and in this book they offer several alternative approaches for more exciting teaching and for more active, deeper learning. The book as a whole makes a strong case for the total re-visioning of the postgraduate medical curriculum. (...) For practitioners who want to be wise and whose vocation is to do good work on behalf of their clients, the importance of self-knowledge and of tacit knowledge is well-established, in theory if not yet always in everyday practice. But I know of no other work in which these concepts have been so fully expounded, or so convincingly illustrated and illuminated with rich and detailed examples of how they can be taught to new practitioners. (Allen Parrott
Consultant Education Adviser, KSS Deanery (Kent, Sussex and Surrey), Teacher Development )
This book will be of enormous benefit for teaching and supervision and should be essential reading for anyone engaged in postgraduate medicine as learner, teacher or manager. (Annals of The Royal College of Surgeons, Autumn 2009 )
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Developing the Wise Doctor shows very clearly why the practice of medicine, like the practice of teaching, must be seen as an art as well as a science. 'Wise' doctors know that while the 'facts' of a case may be a necessary and useful starting point, they are seldom the be-all and end-all of medical encounters. The facts may in some limited sense 'speak for themselves', but what they 'say' is often less important than what they don't say. 'Wise' doctors know that much of importance remains unspoken, perhaps even unconscious: that many patients are silently seeking from their encounter with doctors something nebulous - care and healing - as well as something measurable - treatments and cures.
This book provides not only the language for 'wise' doctoring but also the practical exercises to master it. As when learning any new language, the authors stress the importance of practice through all four communication modes - speaking, listening, reading and writing. The second part of the book shows in detail how new doctors can best acquire the language of professional wisdom in the hospital context.
The book as a while makes a strong case for the total re-visioning of the postgraduate medical curriculum. In every chapter there is much for teacher educators, as well as for teachers engaged in their own continuing professional development, to reflect upon.
Developing the Wise Doctor offers a fresh and original approach to professional education and will be of enormous benefit for teaching and supervision. Essential reading for anyone engaged in postgraduate medicine as learner, teacher or manager.
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