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Leveraging this experience, I take a holistic approach to education. I am a big fan of the “modularity of the mind” theory, and with each learner, I try to identify his/her strongest and weakest cognitive and emotional modules. For some, that requires simplifying something complex, like the dreaded countercurrent multiplication system; for others it is building out the complexity of a differential diagnosis; for others it is stimulating their creativity and sense of inquiry; and for still others it is fostering compassion and empathy. Each learner is unique and requires careful attention to their educational development. Groups of learners function and learn in much the same way: utilizing the strengths of various sectors in the group to facilitate the learning of the whole is key.
I am constantly learning new things from my patients, students, peers, and the literature. I am a strong believer in sustained mentorship and the development of strong mentor-mentee relationships. Typically one needs multiple mentors — often at the same time — throughout one’s training and career. And being a good mentor means providing enough elbow room for the mentee’s independent development, but extended support that is a career-long commitment. The mentor-mentee relationship is something I cherish and find personally rewarding.
I am constantly learning new things from my patients, students, peers, and the literature. I am a strong believer in sustained mentorship and the development of strong mentor-mentee relationships. Typically one needs multiple mentors — often at the same time — throughout one’s training and career. And being a good mentor means providing enough elbow room for the mentee’s independent development, but extended support that is a career-long commitment. The mentor-mentee relationship is something I cherish and find personally rewarding.
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