Essential Skills for a Medical Teacher
An Introduction to Teaching and Learning in Medicine
- 3rd Edition - December 7, 2020
- Latest edition
- Authors: Ronald M. Harden, Jennifer M Laidlaw
- Language: English
- Paperback ISBN:9 7 8 - 0 - 7 0 2 0 - 7 8 5 4 - 5
Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on te… Read more
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Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees.
- Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program.
- Includes new coverage of "just-in-time" learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education.
- Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping.
- Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers.
- Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students’ or trainees’ learning can be made more effective.
- Expert Consult™ eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.
- Teachers and trainers in medicine, whether engaged in undergraduate, postgraduate or continuing education.
- Students of postgraduate / masters programmes in medical education.
- Medical curriculum developers, student advisors or education researchers.
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Section 1 – Challenges you face as a teacher (Teaching responsibilities)
- What is expected of you as a teacher at a time of change
- What is outcome or competency based education
- Specifying the learning outcomes and competencies
- Describing and communicating the learning outcomes and competencies
- Twelve steps in establishing an outcome or competency based approach
- Entrustable Professional Activities
- The authentic curriculum
- Ten questions to ask when planning a curriculum
- Sequencing curriculum content and the spiral curriculum
- A student-centred approach and student engagement
- Building learning around clinical problems and presentations
- Using an integrated approach
- Interprofessional education (IPE)
- Clinical teaching in the curriculum
- Information overload, the core curriculum and electives
- The importance of the education environment
- Mapping the curriculum
- Selecting the teaching method
- Using sound educational principles
- Demonstrating passion for teaching
- Teaching large groups
- Learning in small groups
- Facilitating Independent learning
- Undertaking clinical teaching
- Making use of simulation
- Technology-enhanced learning
- Using peer and collaborative learning
- Your institution’s assessment PROFILE
- Six questions to ask about assessment
- Written assessment
- Clinical and performance-based assessment
- Portfolio assessment
- Self-assessment
- Assessment for admission to medicine and postgraduate training
- Evaluating the curriculum
- Knowing what works and doesn’t work
- Bringing about change
- The future of medical education
Section 2 – Specifying what students should learn (Outcome-based education)
Section 3 – Planning the curriculum (The Curriculum)
Section 4 – Helping the student to learn (The teacher’s toolkit)
Section 5 – Checking that the student has learned (Assessment)
Section 6 – Planning for the future
- Edition: 3
- Latest edition
- Published: December 7, 2020
- Language: English
RH
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, UKJL
Jennifer M Laidlaw
Affiliations and expertise
Formerly Assistant Director, Education Development Unit, Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, Dundee, UK