A Practical Guide for Medical and Health Professions Teachers
- 7th Edition - June 30, 2026
- Latest edition
- Editors: John Dent, Ronald M. Harden, Yvonne Steinert
- Language: English
Bridging the gap between education theory and the delivery of excellent teaching, A Practical Guide for Medical and Health Professions Teachers, 7th Edition, provides access… Read more
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Description
Description
Bridging the gap between education theory and the delivery of excellent teaching, A Practical Guide for Medical and Health Professions Teachers, 7th Edition, provides accessible, highly readable, and practical information for those involved in basic science, clinical practice, and education in all the health professions. Highly regarded in these fields, this text offers valuable insights from global contributors who provide an international perspective as well as a multi-professional approach to topics relevant to all healthcare teachers. This fully revised edition provides timely updates on recent growth areas—from artificial intelligence, to the evolution of precision learning, to cultural awareness. It remains one of the foremost guides from top educationalists in the field.
Key features
Key features
- Emphasizes the importance of developing educational skills in the delivery of enthusiastic and effective teaching
- Offers comprehensive, succinct sections on curriculum development, learning situations and strategies, curriculum themes, assessment, student engagement, and more
- Includes new content on artificial intelligence, public health medicine, social accountability, cultural awareness, student well-being and mindfulness, cost and sustainability in medical education, learning analytics, precision learning, peer-assisted learning, and professional identity, to highlight some
- Features an expanded section, “Patients,” that stresses the importance of the patients as a partners in education and assessment
- Helpful boxes highlight practical tips, quotes, and trends seen in today’s approach to education
- Delivers the knowledge and expertise of more than 60 new authors and some 130 contributors from 27 countries, providing representation across the health professions
- An eBook version is included with purchase. The eBook allows you to access all of the text, figures, and references, with the ability to search, make notes and highlights, and have content read aloud
Readership
Readership
Teachers and trainers in medicine and health professions, whether engaged in undergraduate, postgraduate or continuing education. Students of postgraduate / masters programmes in medical and health professions education. Medical and health professions curriculum developers, student advisors or education researchers
Table of contents
Table of contents
SECTION 1 Curriculum Development—The ‘Why’ of Learning
Chapter 1 The Future of Health Professions Education
Chapter 2 What Is the Curriculum?
Chapter 3 Theories of Teaching and Learning
Chapter 4 The Continuum of Education for the Health Professions
Chapter 5 The Undergraduate Curriculum
Chapter 6 Postgraduate Education in the Health Professions: Pathways to Practice
Chapter 7 Continuing Professional Development
Chapter 8 The International and Global Dimensions of Education in the Health Professions
SECTION 2 Learning Situations—The ‘How’ of Learning
Chapter 9 Learning in Large Groups
Chapter 10 Learning in Small Groups
Chapter 11 Learning in the Workplace
Chapter 12 Independent Learning and Distance Education
Chapter 13 Learning in Hospitals
Chapter 14 Learning Medicine in Rural and Urban Communities
Chapter 15 Learning in a Simulated Environment
SECTION 3 Educational Strategies and Technologies—The ‘Approaches’ to Learning
Chapter 16 Outcome-Based Education
Chapter 17 Integrated Learning
Chapter 18 Interprofessional Education and Learning
Chapter 19 Problem-Based Learning: A Flexible Approach
Chapter 20 Team-Based Learning
Chapter 21 Technology and Professional Education
Chapter 22 Artificial Intelligence and the Clinical Teacher
Chapter 23 Precision Learning
SECTION 4 Curriculum Themes—The ‘What’ of Teaching and Learning
Chapter 24 Relevance of Foundational Sciences to the Curriculum
Chapter 25 Social and Behavioural Sciences in Medical School Curricula
Chapter 26 Clinical Communications Skills and Empathy
Chapter 27 Bioethics
Chapter 28 Professionalism and Supporting Professional Identity
Chapter 29 Utilizing Education Research to Deliver Evidence-Based Teaching
Chapter 30 Patient Safety and Quality of Care
Chapter 31 Health Humanities in Health Professions Education
Chapter 32 Integrative Medicine in the Training of Health Professionals
Chapter 33 Clinical Reasoning
Chapter 34 Well-being, Mindfulness and Yarigai
Chapter 35 Planetary Health
Chapter 36 Cultural Competence and Humility
Chapter 37 Future-Proofing the Student
Chapter 38 Public Health in Health Professions Education
SECTION 5 Assessment—The ‘Measure’ of Learning
Chapter 39 Concepts in Assessment Including Standard Setting
Chapter 40 Written Assessments
Chapter 41 Performance and Workplace Assessment
Chapter 42 Portfolios, Projects and Theses
Chapter 43 Assessment as Learning
Chapter 44 The Assessment of Attitudes and Professionalism
Chapter 45 Programmatic Assessment
SECTION 6 Staff—The ‘Who’ of Teaching and Learning
Chapter 46 The Roles of the Teacher in Health Professions Education
Chapter 47 Teacher Evaluation
Chapter 48 The Teacher as a Scholar
Chapter 49 Faculty Development
Chapter 50 Mentoring in Health Professions Education
Chapter 51 Faculty Well-being, Burnout and Stress
SECTION 7 Students
Chapter 52 Selection of Students and Trainees
Chapter 53 The Student as Teacher
Chapter 54 Working with Students with Learning Difficulties
Chapter 55 Student Engagement in the Educational Process
Chapter 56 Career Choice
SECTION 8 Patients
Chapter 57 The Patient as Educator
Chapter 58 The Patient as Assessor
Chapter 59 The Patient as Curriculum Developer
SECTION 9 Education Management
Chapter 60 Curriculum Evaluation
Chapter 61 Medical Education Leadership
Chapter 62 The Health Professions Teacher and Social Accountability
Chapter 63 The Educational Learning Environment
Chapter 64 Health Professions Education Research
Chapter 65 Diversity, Equity and Inclusion in Medical Education
Chapter 66 The Cost and Sustainability of Health Professions Education
Chapter 67 Health Professions Education in Disrupted and Conflict Settings
Chapter 68 Evidence-Informed Health Professions Education
Chapter 1 The Future of Health Professions Education
Chapter 2 What Is the Curriculum?
Chapter 3 Theories of Teaching and Learning
Chapter 4 The Continuum of Education for the Health Professions
Chapter 5 The Undergraduate Curriculum
Chapter 6 Postgraduate Education in the Health Professions: Pathways to Practice
Chapter 7 Continuing Professional Development
Chapter 8 The International and Global Dimensions of Education in the Health Professions
SECTION 2 Learning Situations—The ‘How’ of Learning
Chapter 9 Learning in Large Groups
Chapter 10 Learning in Small Groups
Chapter 11 Learning in the Workplace
Chapter 12 Independent Learning and Distance Education
Chapter 13 Learning in Hospitals
Chapter 14 Learning Medicine in Rural and Urban Communities
Chapter 15 Learning in a Simulated Environment
SECTION 3 Educational Strategies and Technologies—The ‘Approaches’ to Learning
Chapter 16 Outcome-Based Education
Chapter 17 Integrated Learning
Chapter 18 Interprofessional Education and Learning
Chapter 19 Problem-Based Learning: A Flexible Approach
Chapter 20 Team-Based Learning
Chapter 21 Technology and Professional Education
Chapter 22 Artificial Intelligence and the Clinical Teacher
Chapter 23 Precision Learning
SECTION 4 Curriculum Themes—The ‘What’ of Teaching and Learning
Chapter 24 Relevance of Foundational Sciences to the Curriculum
Chapter 25 Social and Behavioural Sciences in Medical School Curricula
Chapter 26 Clinical Communications Skills and Empathy
Chapter 27 Bioethics
Chapter 28 Professionalism and Supporting Professional Identity
Chapter 29 Utilizing Education Research to Deliver Evidence-Based Teaching
Chapter 30 Patient Safety and Quality of Care
Chapter 31 Health Humanities in Health Professions Education
Chapter 32 Integrative Medicine in the Training of Health Professionals
Chapter 33 Clinical Reasoning
Chapter 34 Well-being, Mindfulness and Yarigai
Chapter 35 Planetary Health
Chapter 36 Cultural Competence and Humility
Chapter 37 Future-Proofing the Student
Chapter 38 Public Health in Health Professions Education
SECTION 5 Assessment—The ‘Measure’ of Learning
Chapter 39 Concepts in Assessment Including Standard Setting
Chapter 40 Written Assessments
Chapter 41 Performance and Workplace Assessment
Chapter 42 Portfolios, Projects and Theses
Chapter 43 Assessment as Learning
Chapter 44 The Assessment of Attitudes and Professionalism
Chapter 45 Programmatic Assessment
SECTION 6 Staff—The ‘Who’ of Teaching and Learning
Chapter 46 The Roles of the Teacher in Health Professions Education
Chapter 47 Teacher Evaluation
Chapter 48 The Teacher as a Scholar
Chapter 49 Faculty Development
Chapter 50 Mentoring in Health Professions Education
Chapter 51 Faculty Well-being, Burnout and Stress
SECTION 7 Students
Chapter 52 Selection of Students and Trainees
Chapter 53 The Student as Teacher
Chapter 54 Working with Students with Learning Difficulties
Chapter 55 Student Engagement in the Educational Process
Chapter 56 Career Choice
SECTION 8 Patients
Chapter 57 The Patient as Educator
Chapter 58 The Patient as Assessor
Chapter 59 The Patient as Curriculum Developer
SECTION 9 Education Management
Chapter 60 Curriculum Evaluation
Chapter 61 Medical Education Leadership
Chapter 62 The Health Professions Teacher and Social Accountability
Chapter 63 The Educational Learning Environment
Chapter 64 Health Professions Education Research
Chapter 65 Diversity, Equity and Inclusion in Medical Education
Chapter 66 The Cost and Sustainability of Health Professions Education
Chapter 67 Health Professions Education in Disrupted and Conflict Settings
Chapter 68 Evidence-Informed Health Professions Education
Review quotes
Review quotes
Review of the previous edition:
"This is an outstanding contribution to the medical education literature which should have significant global appeal." --James A. Hallock, Past President and Chief Executive, Educational Commission for Foreign Medical Graduates, USA
"This marvellous book reminds us that, in the health professions, ‘we are all teaching and we are all learning’ ". --Brian D. Hodges Professor in the Faculty of Medicine and Faculty of Education at the University of Toronto
"This is an outstanding contribution to the medical education literature which should have significant global appeal." --James A. Hallock, Past President and Chief Executive, Educational Commission for Foreign Medical Graduates, USA
"This marvellous book reminds us that, in the health professions, ‘we are all teaching and we are all learning’ ". --Brian D. Hodges Professor in the Faculty of Medicine and Faculty of Education at the University of Toronto
Product details
Product details
- Edition: 7
- Latest edition
- Published: July 9, 2026
- Language: English
About the editors
About the editors
JD
John Dent
Affiliations and expertise
Honorary Reader in Postgraduate Medicine, School of Medicine, University of Dundee, Dundee, UKRH
Ronald M. Harden
Professor Ronald M Harden is recognised as a leading international expert in medical education with experience as a teacher, curriculum developer, and teaching dean of a medical school. He is currently General Secretary of AMEE, an International Association for Medical Education.
Affiliations and expertise
Professor (Emeritus) Medical Education, University of Dundee, UK, Editor Medical Teacher, UKYS
Yvonne Steinert
Affiliations and expertise
Professor, Department of Family Medicine, McGill University, USA