Highly regarded in the field of medical education, A Practical Guide for Medical Teachers provides accessible, highly readable, and practical information for those involved in basic science and clinical medicine teaching. The fully updated 6th Edition offers valuable insights into today’s medical education. Input from global contributors who offer an international perspective and multi-professional approach to topics of interest to all healthcare teachers. With an emphasis on the importance of developing educational skills in the delivery of enthusiastic and effective teaching, it is an essential guide to maximizing teaching performance.
1. Cover image - p. Cover 2. Title page - p. ii 3. Table of Contents - p. iii 4. Any screen, Any time, Anywhere - p. iii 5. Title page - p. IFC1 6. Copyright - p. IFC1 7. Contents - p. iv 8. Foreword - p. iv 9. Preface - p. vii 10. List of Contributors - p. ix 11. Section 1: Curriculum Development - p. ix 12. List of Illustrations - p. ix 13. List of Tables - p. ix 14. Chapter 1: The Medical School of the Future - p. ix 15. Chapter 2: Curriculum Planning and Development - p. 5 16. Chapter 3: The Undergraduate Curriculum - p. 14 17. Chapter 4: Postgraduate Medical Education: A ‘Pipeline’ to Competence - p. 21 18. Chapter 5: Continuing Professional Development - p. 29 19. Chapter 6: The Hidden Curriculum - p. 38 20. Chapter 7: The International Dimension of Medical Education - p. 45 21. Section 2: Learning Situations - p. 52 22. Chapter 8: How Students Learn - p. 52 23. Chapter 9: Lectures - p. 63 24. Chapter 10: Learning in Small Groups - p. 71 25. Chapter 11: Clinical Teaching - p. 79 26. Chapter 12: Learning in Urban and Rural Communities - p. 89 27. Chapter 13: Learning in Longitudinal Integrated Clerkships - p. 99 28. Chapter 14: Learning in a Simulated Environment - p. 108 29. Chapter 15: Independent Learning and Distance Education - p. 117 30. Section 3: Educational Strategies and Technologies - p. 124 31. Chapter 16: Outcome-Based Education - p. 124 32. Chapter 17: Integrated Learning - p. 136 33. Chapter 18: Interprofessional Education - p. 144 34. Chapter 19: Problem-Based Learning - p. 153 35. Chapter 20: Team-Based Learning - p. 161 36. Chapter 21: Digital Technologies in Medical Education - p. 168 37. Section 4: Curriculum Themes - p. 177 38. Chapter 22: Relevance of Foundational Sciences to the Curriculum - p. 177 39. Chapter 23: Social and Behavioural Sciences in Medical School Curricula - p. 187 40. Chapter 24: Clinical Communication Skills - p. 195 41. Chapter 25: Ethics, Empathy and Attitudes - p. 203 42. Chapter 26: Professionalism - p. 211 43. Chapter 27: Medical Research (in General) and Evidence-Based Medicine - p. 218 44. Chapter 28: Patient Safety and Quality of Care - p. 227 45. Chapter 29: Medical Humanities - p. 235 46. Chapter 30: Integrative Medicine in the Training of Physicians - p. 243 47. Chapter 31: Clinical Reasoning - p. 251 48. Chapter 32: Medical Education in an Era of Ubiquitous Information - p. 259 49. Section 5: Assessment - p. 268 50. Chapter 33: Concepts in Assessment Including Standard Setting - p. 268 51. Chapter 34: Written Assessments - p. 277 52. Chapter 35: Performance and Workplace Assessment - p. 286 53. Chapter 36: Portfolios, Projects and Theses - p. 295 54. Chapter 37: Feedback, Reflection and Coaching: Tools for Continuous Learning - p. 304 55. Chapter 38: The Assessment of Attitudes and Professionalism - p. 312 56. Chapter 39: Programmatic Assessment - p. 321 57. Section 6: Staff - p. 331 58. Chapter 40: The Roles of the Medical Teacher - p. 331 59. Chapter 41: The Teacher as a Scholar - p. 341 60. Chapter 42: Staff Development - p. 348 61. Chapter 43: Mentoring - p. 358 62. Chapter 44: Burnout, Mistreatment and Stress - p. 367 63. Chapter 45: The Patient as Educator - p. 375 64. Section 7: Students & Trainees - p. 383 65. Chapter 46: Selection of Students and Trainees - p. 383 66. Chapter 47: Students and Trainees in Need of Additional Support - p. 393 67. Chapter 48: Student Engagement in the Educational Programme - p. 401 68. Chapter 49: Professional Identity and Career Choice - p. 407 69. Section 8: Medical School - p. 415 70. Chapter 50: Curriculum and Teacher Evaluation - p. 415 71. Chapter 51: Medical Education Leadership - p. 426 72. Chapter 52: The Medical Teacher and Social Accountability - p. 435 73. Chapter 53: The Educational Environment - p. 443 74. Chapter 54: Medical Education Research - p. 452 75. Chapter 55: Diversity, Equality and Individuality - p. 462 76. Index - p. 470
Highly regarded in the field of medical education, A Practical Guide for Medical Teachers provides accessible, highly readable, and practical information for those involved in basic science and clinical medicine teaching. The fully updated 6th Edition offers valuable insights into today’s medical education. Input from global contributors who offer an international perspective and multi-professional approach to topics of interest to all healthcare teachers. With an emphasis on the importance of developing educational skills in the delivery of enthusiastic and effective teaching, it is an essential guide to maximizing teaching performance.
1. Cover image - p. Cover 2. Title page - p. ii 3. Table of Contents - p. iii 4. Any screen, Any time, Anywhere - p. iii 5. Title page - p. IFC1 6. Copyright - p. IFC1 7. Contents - p. iv 8. Foreword - p. iv 9. Preface - p. vii 10. List of Contributors - p. ix 11. Section 1: Curriculum Development - p. ix 12. List of Illustrations - p. ix 13. List of Tables - p. ix 14. Chapter 1: The Medical School of the Future - p. ix 15. Chapter 2: Curriculum Planning and Development - p. 5 16. Chapter 3: The Undergraduate Curriculum - p. 14 17. Chapter 4: Postgraduate Medical Education: A ‘Pipeline’ to Competence - p. 21 18. Chapter 5: Continuing Professional Development - p. 29 19. Chapter 6: The Hidden Curriculum - p. 38 20. Chapter 7: The International Dimension of Medical Education - p. 45 21. Section 2: Learning Situations - p. 52 22. Chapter 8: How Students Learn - p. 52 23. Chapter 9: Lectures - p. 63 24. Chapter 10: Learning in Small Groups - p. 71 25. Chapter 11: Clinical Teaching - p. 79 26. Chapter 12: Learning in Urban and Rural Communities - p. 89 27. Chapter 13: Learning in Longitudinal Integrated Clerkships - p. 99 28. Chapter 14: Learning in a Simulated Environment - p. 108 29. Chapter 15: Independent Learning and Distance Education - p. 117 30. Section 3: Educational Strategies and Technologies - p. 124 31. Chapter 16: Outcome-Based Education - p. 124 32. Chapter 17: Integrated Learning - p. 136 33. Chapter 18: Interprofessional Education - p. 144 34. Chapter 19: Problem-Based Learning - p. 153 35. Chapter 20: Team-Based Learning - p. 161 36. Chapter 21: Digital Technologies in Medical Education - p. 168 37. Section 4: Curriculum Themes - p. 177 38. Chapter 22: Relevance of Foundational Sciences to the Curriculum - p. 177 39. Chapter 23: Social and Behavioural Sciences in Medical School Curricula - p. 187 40. Chapter 24: Clinical Communication Skills - p. 195 41. Chapter 25: Ethics, Empathy and Attitudes - p. 203 42. Chapter 26: Professionalism - p. 211 43. Chapter 27: Medical Research (in General) and Evidence-Based Medicine - p. 218 44. Chapter 28: Patient Safety and Quality of Care - p. 227 45. Chapter 29: Medical Humanities - p. 235 46. Chapter 30: Integrative Medicine in the Training of Physicians - p. 243 47. Chapter 31: Clinical Reasoning - p. 251 48. Chapter 32: Medical Education in an Era of Ubiquitous Information - p. 259 49. Section 5: Assessment - p. 268 50. Chapter 33: Concepts in Assessment Including Standard Setting - p. 268 51. Chapter 34: Written Assessments - p. 277 52. Chapter 35: Performance and Workplace Assessment - p. 286 53. Chapter 36: Portfolios, Projects and Theses - p. 295 54. Chapter 37: Feedback, Reflection and Coaching: Tools for Continuous Learning - p. 304 55. Chapter 38: The Assessment of Attitudes and Professionalism - p. 312 56. Chapter 39: Programmatic Assessment - p. 321 57. Section 6: Staff - p. 331 58. Chapter 40: The Roles of the Medical Teacher - p. 331 59. Chapter 41: The Teacher as a Scholar - p. 341 60. Chapter 42: Staff Development - p. 348 61. Chapter 43: Mentoring - p. 358 62. Chapter 44: Burnout, Mistreatment and Stress - p. 367 63. Chapter 45: The Patient as Educator - p. 375 64. Section 7: Students & Trainees - p. 383 65. Chapter 46: Selection of Students and Trainees - p. 383 66. Chapter 47: Students and Trainees in Need of Additional Support - p. 393 67. Chapter 48: Student Engagement in the Educational Programme - p. 401 68. Chapter 49: Professional Identity and Career Choice - p. 407 69. Section 8: Medical School - p. 415 70. Chapter 50: Curriculum and Teacher Evaluation - p. 415 71. Chapter 51: Medical Education Leadership - p. 426 72. Chapter 52: The Medical Teacher and Social Accountability - p. 435 73. Chapter 53: The Educational Environment - p. 443 74. Chapter 54: Medical Education Research - p. 452 75. Chapter 55: Diversity, Equality and Individuality - p. 462 76. Index - p. 470
