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Essential Skills for a Medical Teacher
An Introduction to Teaching and Learning in Medicine
- 3rd Edition - June 25, 2020
- 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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Request a sales quotePerfect 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.
- Cover image
- Title page
- Table of Contents
- Copyright
- Foreword
- Preface
- About the authors
- Acknowledgements
- Section 1. Challenges you face as a teacher (Teaching responsibilities)
- 1. What is expected of you as a teacher at a time of change
- The teacher is important
- Your responsibilities as a teacher
- An effective teacher
- The teacher cube
- Teaching can be satisfying
- Think about
- Section 2. Specifying what students should learn (Outcome-based education)
- 2. What is outcome- or competency-based education?
- The move to outcome- or competency-based education (OBE/CBE)
- What is outcome/competency-based education (OBE/CBE)
- Requirements for OBE/CBE
- Why an outcome- or competency-based programme?
- Myths and misunderstandings
- Think about
- 3. Specifying the learning outcomes and competencies
- Questions to be addressed
- Responsibility for the specification of the learning outcomes and competencies
- Approaches that can be adopted
- A mixed economy
- Think about
- 4. Describing and communicating the learning outcomes and competencies
- Learning frameworks
- Criteria for a learning outcome framework
- The Dundee three-circle outcome model and the ‘Scottish Doctor’ framework
- The CanMEDS Physician Competency Framework
- The Accreditation Council for Graduate Medical Education (ACGME)
- The Brown Abilities
- Global Minimum Essential Requirements (GMER)
- General Medical Council UK
- Think about
- 5. Twelve steps in establishing an outcome- or competency-based approach
- The implementation of OBE is important
- Introducing an outcome-based programme
- An OBE implementation inventory
- Think about
- 6. Entrustable professional activities (EPAs)
- What is an entrustable professional activity (EPA)?
- Specification of EPAs
- Relationship between an EPA and learner outcomes and competencies
- Granularity and EPAs
- EPAs and specification of the level of supervision
- Use of EPAs
- Think about
- Section 3. Planning the curriculum (The curriculum)
- 7. The ‘authentic’ curriculum
- The concept of a curriculum
- The planned, the delivered, and the learned curriculum
- The ‘authentic’ curriculum: from the ivory tower to the real world
- The features of an authentic curriculum
- Problems associated with an authentic curriculum
- Think about
- 8. Ten questions to ask when planning a curriculum
- The ten questions
- What is the medical school or training programme’s vision or mission?
- What are the expected learning outcomes?
- What content should be included?
- How should the content be sequenced?
- What educational strategies should be adopted?
- What teaching methods should be used?
- How should assessment be carried out?
- How should details of the curriculum be communicated?
- What educational environment or climate should be fostered?
- How should the process be managed?
- Think about
- 9. Sequencing curriculum content and the spiral curriculum
- How to sequence curriculum content
- Approaches to sequencing
- Progression through the curriculum
- Transition between courses
- Think about
- 10. A student-centred approach and student engagement
- The move from teacher-centred to student-centred learning
- Reasons for the move
- Student-centred learning in practice
- Student engagement
- Think about
- 11. Building learning around clinical problems and presentations
- The importance of the clinical problem in student learning
- Advantages of clinical presentation or problem-based approach
- Approaches adopted
- Task-based learning
- Clinical presentation–based learning
- Problem-based learning (PBL)
- Case-based learning
- Think about
- 12. Using an integrated approach
- A move to an integrated curriculum
- Advantages of integration
- Focus for integration
- The integration continuum
- Implementing integration
- Think about
- 13. Interprofessional education
- A move to IPE
- Principles of interprofessional learning
- Level of interprofessional education
- Learning outcomes and IPE
- Implementation strategy
- Assessment and IPE
- Think about
- 14. Clinical teaching in the curriculum
- Trends in clinical teaching
- The challenges
- The organisation of clinical teaching
- Community-based education
- The move from a traditional clinical clerkship to a longitudinal integrated clerkship (LIC)
- Work-based learning (WBL)
- Think about
- 15. Information overload and a curriculum with core content and options
- The problem of information overload
- Responding to the problem
- A curriculum with core content and options
- Advantages of a core curriculum with SSCs
- Specification of a core curriculum
- The core curriculum and threshold concepts
- Student selected components (SSCs)
- International electives
- Think about
- 16. The importance of the learning environment
- What is the learning environment?
- Why the learning environment is important
- The learning environment receives more attention
- The learning environment elements
- Assessment of the learning environment
- Improving the learning environment
- Think about
- 17. Mapping the curriculum
- The function of a curriculum map
- Curriculum mapping is on today’s agenda
- Curriculum mapping in practice
- Potential users of the curriculum map
- Preparing a curriculum map
- Think about
- Section 4. Helping the student to learn (The teacher’s toolkit)
- 18. Selecting the teaching/learning method
- A range of methods
- Guidelines for choosing a method
- The expected learning outcomes
- The learning context
- The learners’ characteristics
- Practical and logistical issues
- The education environment
- The teacher and student experience
- Stage of learning
- Think about
- 19. Understanding basic educational principles
- Be FAIR to your students
- Feedback
- Activity
- Individualisation
- Relevance
- Think about
- 20. Demonstrating passion for teaching
- What is a passionate teacher?
- Does it matter?
- Every teacher can be a passionate teacher
- Teacher stress and burn out
- Think about
- 21. Teaching large groups
- The use of lectures
- The value of lectures
- The roles of the teacher
- Delivering a good lecture
- Lecture capture
- The ‘flipped classroom’
- Think about
- 22. Teaching small groups
- What is small group teaching?
- Role of small group teaching
- Advantages of small group teaching
- Techniques used in small group work
- Implementing small group work
- Team-based learning (TBL)
- Pitfalls with small group teaching
- Think about
- 23. Facilitating independent learning
- The move to independent learning
- Benefits for the student
- Scheduling independent learning in the curriculum
- The role of the teacher
- Learning resources
- Study guides
- Retrieval-based learning
- Think about
- 24. Undertaking clinical teaching
- Key players in clinical teaching
- Planning the teaching
- Implementing clinical teaching
- Teaching procedural skills
- Providing clinical supervision
- Think about
- 25. Making use of simulation
- Reasons for simulation
- Benefits of simulation for students
- Types of simulators
- Think about
- 26. Technology enhanced learning
- Technology and education
- Use of technology
- A creative use of technology
- E-learning
- Distributed and distance learning
- Mobile learning
- Blended learning
- The education strategies
- Learning analytics
- Think about
- 27. Peer and collaborative learning
- A valued form of learning
- P2P learning
- The benefits of P2P learning
- P2P learning in practice
- Tips for successful P2P learning
- Collaborative learning
- Benefits of collaborative learning
- Collaborative learning in practice
- Tips for successful collaborative learning
- Think about
- Section 5. Checking that the student has learned (Assessment)
- 28. Your institution’s assessment PROFILE
- The importance of assessment
- Trends in assessment
- Programmatic/compartmentalised
- Real world/ivory tower
- Outcome-based/time-based
- For-learning/of-learning
- Impact/no impact
- Learners’ engagement/no engagement
- Evaluation of the assessment/no evaluation
- Think about
- 29. Six questions to ask about assessment
- Questions to ask about assessment
- Why assess the learner?
- Who should assess the student?
- What should be assessed?
- How should the student be assessed?
- When should the student be assessed?
- Where should the student be assessed?
- Think about
- 30. Written assessment
- Written assessment has a role to play
- The elements in a written assessment
- Types of written assessment
- Think about
- 31. Clinical and performance-based assessment
- The importance of clinical assessment
- Approaches to clinical and performance assessment
- Implementing clinical assessment
- Think about
- 32. Portfolio assessment
- What is a portfolio?
- Why portfolios?
- Portfolios offer a number of advantages
- Use of portfolios
- Implementing portfolio assessment in practice
- Think about
- 33. Self-assessment
- Self-assessment and trends in medical education
- Why self-assessment is important
- Supporting self-assessment
- Training for self-assessment
- Think about
- 34. Assessment for admission to medicine and postgraduate training
- Changes in the approach to selection
- The importance of selection
- Graduate or direct from school entry
- Aims of selection
- Criteria for selection methods
- Choice of method
- Selection for admission to specialty training
- Think about
- Section 6. Planning for the future
- 35. Evaluating the curriculum
- Why evaluate the curriculum?
- Focus for the evaluation
- Approaches to curriculum evaluation
- Undertaking a curriculum evaluation
- Problems with curriculum evaluation
- Think about
- 36. Knowing what works and doesn’t work
- Evidence-informed change
- A ‘PHOG’ approach
- Evidence-informed teaching
- What is evidence?
- Searching for evidence
- Best Evidence Medical Education (BEME) collaboration
- Evaluating evidence
- Judgement, intuition, and teaching
- Think about
- 37. Bringing about change
- The need for change
- Implementing change
- Facilitating change
- Overcoming resistance
- Evolutions or revolution
- Leaders for change and the strategy of the dolphin
- The innovation decision process
- Think about
- 38. The future of medical education
- Authentic curriculum
- Adaptive curriculum
- Collaboration
- The student
- Teacher
- Different types of doctors
- Conclusion
- Think about
- Index
- No. of pages: 334
- Language: English
- Edition: 3
- Published: June 25, 2020
- Imprint: Elsevier
- Paperback ISBN: 9780702078545
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 TeacherJL
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