Essential Skills for a Medical Teacher is a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors' extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels…mehr
Essential Skills for a Medical Teacher is a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors' extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levelsHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
* Section 1 - Challenges you face as a teacher (Teaching responsibilities) 1. What is expected of you as a teacher at a time of change Section 2 - Specifying what students should learn (Outcome-based education) 2. What is outcome or competency based education 3. Specifying the learning outcomes and competencies 4. Describing and communicating the learning outcomes and competencies 5. Twelve steps in establishing an outcome or competency based approach 6. Entrustable Professional Activities Section 3 - Planning the curriculum (The Curriculum) 7. The authentic curriculum 8. Ten questions to ask when planning a curriculum 9. Sequencing curriculum content and the spiral curriculum 10. A student-centred approach and student engagement 11. Building learning around clinical problems and presentations 12. Using an integrated approach 13. Interprofessional education (IPE) 14. Clinical teaching in the curriculum 15. Information overload, the core curriculum and electives 16. The importance of the education environment 17. Mapping the curriculum Section 4 - Helping the student to learn (The teacher's toolkit) 18. Selecting the teaching method 19. Using sound educational principles 20. Demonstrating passion for teaching 21. Teaching large groups 22. Learning in small groups 23. Facilitating Independent learning 24. Undertaking clinical teaching 25. Making use of simulation 26. Technology-enhanced learning 27. Using peer and collaborative learning Section 5 - Checking that the student has learned (Assessment) 28. Your institution's assessment PROFILE 29. Six questions to ask about assessment 30. Written assessment 31. Clinical and performance-based assessment 32. Portfolio assessment 33. Self-assessment 34. Assessment for admission to medicine and postgraduate training Section 6 - Planning for the future 35. Evaluating the curriculum 36. Knowing what works and doesn't work 37. Bringing about change 38. The future of medical education
* Section 1 - Challenges you face as a teacher (Teaching responsibilities) 1. What is expected of you as a teacher at a time of change Section 2 - Specifying what students should learn (Outcome-based education) 2. What is outcome or competency based education 3. Specifying the learning outcomes and competencies 4. Describing and communicating the learning outcomes and competencies 5. Twelve steps in establishing an outcome or competency based approach 6. Entrustable Professional Activities Section 3 - Planning the curriculum (The Curriculum) 7. The authentic curriculum 8. Ten questions to ask when planning a curriculum 9. Sequencing curriculum content and the spiral curriculum 10. A student-centred approach and student engagement 11. Building learning around clinical problems and presentations 12. Using an integrated approach 13. Interprofessional education (IPE) 14. Clinical teaching in the curriculum 15. Information overload, the core curriculum and electives 16. The importance of the education environment 17. Mapping the curriculum Section 4 - Helping the student to learn (The teacher's toolkit) 18. Selecting the teaching method 19. Using sound educational principles 20. Demonstrating passion for teaching 21. Teaching large groups 22. Learning in small groups 23. Facilitating Independent learning 24. Undertaking clinical teaching 25. Making use of simulation 26. Technology-enhanced learning 27. Using peer and collaborative learning Section 5 - Checking that the student has learned (Assessment) 28. Your institution's assessment PROFILE 29. Six questions to ask about assessment 30. Written assessment 31. Clinical and performance-based assessment 32. Portfolio assessment 33. Self-assessment 34. Assessment for admission to medicine and postgraduate training Section 6 - Planning for the future 35. Evaluating the curriculum 36. Knowing what works and doesn't work 37. Bringing about change 38. The future of medical education
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