This book is for all those who teach general practice to medical students, both those based in academic departments and 'service' general practitioners. It aims to combine the theoretical basis for teaching with practical material, and explores the extent to which general practice can and should take on teaching, which is traditionally carried out in hospitals (e.g. basic clinical skills training).
This book is for all those who teach general practice to medical students, both those based in academic departments and 'service' general practitioners. It aims to combine the theoretical basis for teaching with practical material, and explores the extent to which general practice can and should take on teaching, which is traditionally carried out in hospitals (e.g. basic clinical skills training).
1.: Introduction 2.: Contemporary approaches to education and learning 3.: Objectives of undergraduate medical education 4.: Learning objectives for the community 5.: One to one teaching 6.: Learning on one's own: projects and independent tasks 7.: Learning in small groups 8.: Lectures and laboratories 9.: Choosing an approach 10.: Learning how to assess the needs of a population 11.: Learning about the family 12.: Learning about health promotion and prevention 13.: Learning about disease, illness, and treatment 14.: Learning how to assess patients 15.: Learning about ethics 16.: The Family Attachment Scheme at Queen's University, Belfast 17.: The community module 18.: Patients as partners in medical education 19.: An integrated course in public health and primary care 20.: The King's Medical Firm in the Community 21.: Developing an experimental parallel track medical course 22.: Teaching cultural apsects of health 23.: Shadowing other professionals 24.: Mental health in the community 25.: Audit projects 26.: Student completed records of learning 27.: The purpose of assessing medical students 28.: Principles of assessment 29.: Assessing knowledge 30.: Assessing clinical skills 31.: Assessing communication skills 32.: Guidelines for assessing clinical competence 33.: Evaluating the curriculum 34.: Demonstrating the benefits 35.: Changing education in the 21st century
1.: Introduction 2.: Contemporary approaches to education and learning 3.: Objectives of undergraduate medical education 4.: Learning objectives for the community 5.: One to one teaching 6.: Learning on one's own: projects and independent tasks 7.: Learning in small groups 8.: Lectures and laboratories 9.: Choosing an approach 10.: Learning how to assess the needs of a population 11.: Learning about the family 12.: Learning about health promotion and prevention 13.: Learning about disease, illness, and treatment 14.: Learning how to assess patients 15.: Learning about ethics 16.: The Family Attachment Scheme at Queen's University, Belfast 17.: The community module 18.: Patients as partners in medical education 19.: An integrated course in public health and primary care 20.: The King's Medical Firm in the Community 21.: Developing an experimental parallel track medical course 22.: Teaching cultural apsects of health 23.: Shadowing other professionals 24.: Mental health in the community 25.: Audit projects 26.: Student completed records of learning 27.: The purpose of assessing medical students 28.: Principles of assessment 29.: Assessing knowledge 30.: Assessing clinical skills 31.: Assessing communication skills 32.: Guidelines for assessing clinical competence 33.: Evaluating the curriculum 34.: Demonstrating the benefits 35.: Changing education in the 21st century
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