A Practical Guide for Medical Teachers
- 3rd Edition - June 18, 2009
- Latest edition
- Authors: John Dent, Ronald M. Harden
- Editors: John Dent, Ronald M. Harden
- Language: English
This Third Edition of the highly-praised Practical Guide for Medical Teachers continues to provide a bridge between theoretical aspects of medical education and the practical… Read more
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Description
Description
This Third Edition of the highly-praised Practical Guide for Medical Teachers continues to provide a bridge between theoretical aspects of medical education and the practical delivery of enthusiastic teaching. As in its previous editions it will act as an invaluable aid to clinicians as well as other healthcare teachers in their understanding of contemporary educational principles, providing practical help in the delivery of the variety of teaching situations which characterise present day curricula. Key concepts and tips are presented in a digestible form and in a way which indicates both their immediate relevance and practical implications.
Key features
Key features
- The textbook covers a topical subject in a concise format
- A highly practical text including useful "Tips" throughout
- Highly referenced with questions to interest the reader and back-up advice given
- Contributed by an international team of authors, including many of the leading names in medical educational development worldwide.
Readership
Readership
All involved in teaching within healthcare disciplines
Table of contents
Table of contents
SECTION 1
CURRICULUM DEVELOPMENT
1. New horizons in medical education
2. Curriculum planning and development
3. The undergraduate curriculum
4. Clinical learning in the early years
5. Early years of postgraduate training
6. Later years of postgraduate or specialist training
7. Continuing professional development
8. Preparing for general practice
9. Educational environment
SECTION 2
LEARNING SITUATIONS
10. Lectures
11. Learning in small groups
12. Clinical skills centre teaching
13. Bedside teaching
14. Ambulatory care teaching
15. In the community
16. Rural and remote locations
17. Distance education
18. Peer-assisted learning
19. Mentoring
SECTION 3
EDUCATIONAL STRATEGIES
20. Outcome-based curriculum
21. Independent learning
22. Problem-based learning
23. Integrated learning
24. Interprofessional education
25. Core curriculum and student-selected components
SECTION 4
TOOLS AND AIDS
26. Instructional Design
27. Study Guides
28. Simulators and simulation-based medical education
29. Simulated/standardised patients
30. e-learning and e-teaching
31. Healthcare education informatics
32. m-learning
SECTION 5
CURRICULUM THEMES
33. Basic and clinical sciences
34. Basic sciences and curriculum outcomes
35. Clinical communication
36. Ethics and attitudes
37. Professionalism
38. Preparing for practice
39. Evidence-based medicine
SECTION 6
ASSESSMENT
40. Principles of assessment
41. Standard setting
42. Choosing assessment instruments
43. Written assessments
44. Performance assessment
45. Workplace-based assessment
46. Portfolios, dissertations and projects
47. Giving feedback
SECTION 7
STAFF AND STUDENTS
48. Student selection
49. Student support
50. Study skills
51. Staff development
52. Academic standards and scholarship
53. Publishing and research
CURRICULUM DEVELOPMENT
1. New horizons in medical education
2. Curriculum planning and development
3. The undergraduate curriculum
4. Clinical learning in the early years
5. Early years of postgraduate training
6. Later years of postgraduate or specialist training
7. Continuing professional development
8. Preparing for general practice
9. Educational environment
SECTION 2
LEARNING SITUATIONS
10. Lectures
11. Learning in small groups
12. Clinical skills centre teaching
13. Bedside teaching
14. Ambulatory care teaching
15. In the community
16. Rural and remote locations
17. Distance education
18. Peer-assisted learning
19. Mentoring
SECTION 3
EDUCATIONAL STRATEGIES
20. Outcome-based curriculum
21. Independent learning
22. Problem-based learning
23. Integrated learning
24. Interprofessional education
25. Core curriculum and student-selected components
SECTION 4
TOOLS AND AIDS
26. Instructional Design
27. Study Guides
28. Simulators and simulation-based medical education
29. Simulated/standardised patients
30. e-learning and e-teaching
31. Healthcare education informatics
32. m-learning
SECTION 5
CURRICULUM THEMES
33. Basic and clinical sciences
34. Basic sciences and curriculum outcomes
35. Clinical communication
36. Ethics and attitudes
37. Professionalism
38. Preparing for practice
39. Evidence-based medicine
SECTION 6
ASSESSMENT
40. Principles of assessment
41. Standard setting
42. Choosing assessment instruments
43. Written assessments
44. Performance assessment
45. Workplace-based assessment
46. Portfolios, dissertations and projects
47. Giving feedback
SECTION 7
STAFF AND STUDENTS
48. Student selection
49. Student support
50. Study skills
51. Staff development
52. Academic standards and scholarship
53. Publishing and research
Review quotes
Review quotes
***2010 BMA Book Awards - Highly Commended - Basis of medicine***
“Some chapters are particularly good in that they offer advice for situations which may be problematic, for example in the chapter on Problem Based Learning they discuss difficulties of group dynamics. The additional information in some of the appendices for example ‘Making your own podcasts’ is really helpful for readers and teachers, and encourages teachers to try new methods of teaching. A clearly presented, wellorganised text that provides the medical teacher with a concise and thorough reference book, which will help in the planning and delivery of medical education. It deals with both wellestablished constructs and methods in education as well as discussing current and emerging topics that will shape medical education in the 21st century.” Judges comments
Product details
Product details
- Edition: 3
- Latest edition
- Published: July 20, 2009
- 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, UKAbout the authors
About the authors
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, UK