ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher's role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The…mehr
ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher's role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education.
Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision.
Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Peter Cantillon, Professor of Primary Care, Discipline of General Practice, School of Medicine, National University of Ireland, Galway, Ireland Diana Wood, Director of Medical Education and Clinical Dean, School of Clinical Medicine, University of Cambridge, Cambridge, UK Sarah Yardley, Consultant in Palliative Medicine, Central & North West London NHS Foundation Trust and Honorary Lecturer, Marie Curie Palliative Care Research Department, University College London, London, UK
Inhaltsangabe
List of Contributors vii
Preface ix
Acknowledgements xi
1 Becoming a Better Teacher 1 Peter Cantillon
2 Educational Theory: An Overview 7 Tim Dornan, Gerard J. Gormley, and Sarah Yardley
3 Inquiry?]based Learning 11 Inam Haq
4 Course Design 15 Deborah Gill
5 Creating Educational Materials 19 Vimmi Passi and Alan Dellow
6 Creating a Safe and Effective Learning Environment 23 Jeremy Webb
7 Feedback in Medical Education: Skills for Improving Learner Performance 29 Joan Sargeant and Karen Mann
8 Small?]Group Learning 33 Gary D. Rogers and Peter M. Hamilton
9 Lectures Lecturing and Learning 39 Peter Cantillon
10 Simulation in Healthcare Education 43 Jean Ker and Ben Shippey
11 Workplace Learning: Promoting Strengths Addressing Weaknesses 49 Pim W. Teunissen and Walter Eppich
12 Learner Supervision 53 Ed Peile
13 Formative Assessment 59 Diana Wood
14 Written Assessment 65 Lambert W.T. Schuwirth and Cees P.M. van der Vleuten
15 Skill?]based Assessment 71 Val Wass
16 Work?]based Assessment 77 John Norcini and Eric Holmboe
17 Quality Assurance of Assessments 81 Celia Taylor
18 Students in Difficulty 85 Dason Evans and Jo Brown
19 Teaching and Learning Professionalism 91 Rachel Morris and Hilary Neve
20 Social Media and Learning 97 Natalie T. Lafferty and Annalisa Manca
21 The Mindful Clinician?]Teacher 105 Stephen Liben
