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.
1. Introduction - p. 1 2. 1 The teacher is important - p. 3 3. 2 The different faces of a good teacher - p. 9 4. 3 Understanding basic educational principles - p. 15 5. 4 Being an enthusiastic and passionate teacher - p. 27 6. 5 Knowing what works best - p. 33 7. 6 Collaborating and working as a team - p. 41 8. 7 Checking your performance as a teacher and keeping up to date - p. 49 9. Section 2 What the Student Should Learn - p. 54 10. Introduction - p. 55 11. 8 The move to an outcome/competency-based approach - p. 57 12. 9 Specifying the learning outcomes and competencies - p. 67 13. 10 Describing and communicating the learning outcomes and competencies - p. 73 14. 11 Implementing an outcome-based approach in practice - p. 81 15. Section 3 Curriculum Development - p. 85 16. Introduction - p. 87 17. 12 The ‘authentic’ curriculum - p. 89 18. 13 Ten questions to ask when planning a curriculum - p. 95 19. 14 Sequencing curriculum content and the spiral curriculum - p. 103 20. 15 Student engagement and a student-centred approach - p. 109 21. 16 Building learning around clinical problems and presentations - p. 117 22. 17 Using an integrated approach - p. 125 23. 18 Interprofessional education (IPE) - p. 131 24. 19 The apprenticeship, community-based education, longitudinal clinical clerkships and work-based learning - p. 135 25. 20 Responding to information overload and building options into a core curriculum with threshold concepts - p. 145 26. 21 Recognising the importance of the education environment - p. 153 27. 22 Mapping the curriculum - p. 159 28. Section 4 Styles of Teaching - p. 163 29. Introduction - p. 165 30. 23 The lecture and teaching with large groups - p. 167 31. 24 Learning in small groups - p. 175 32. 25 Independent learning - p. 183 33. 26 Teaching and learning in the clinical context - p. 189 34. 27 Simulation of the clinical experience - p. 195 35. 28 E-learning - p. 203 36. 29 Peer and collaborative learning - p. 211 37. Section 5 Assessment - p. 216 38. Introduction - p. 217 39. 30 Six questions to ask about assessment - p. 219 40. 31 Written and computer-based assessment - p. 231 41. 32 Clinical and performance-based assessment - p. 237 42. 33 Portfolio assessment - p. 247 43. 34 Assessment for admission to medicine and postgraduate training - p. 253 44. 35 Evaluating the curriculum - p. 259 45. Appendices - p. 267 46. Appendix 1 Entrustable Professional Activities (Epas) for Undergraduate Medical Education as Specified by the Association of American Medical Colleges (AAMC) (Greenberg, R., 2014. Core Entrustable Professional Activities for entering residency. https://www.aamc.org/cepaer) - p. 268 47. Appendix 2 The Learning Outcomes for A Competent Practitioner Based on the Three-Circle Model (reproduced with permission from Harden et al., 1999. AMEE Guide No. 14: Outcome-based education Part 5) - p. 269 48. Appendix 3 Four Dimensions of Student Progression (reproduced with permission from Harden, R.M., 2007. Learning outcomes as a tool to assess progression. Med. Teach. 29, 678-682) - p. 271 49. Appendix 4 A Page from a Study Guide, ‘Learning Paediatrics: A Training Guide for Senior House Officers’ (reproduced with permission from Harden, R.M., Laidlaw, J.M., Hesketh, E.A., 1999. Study guides – their use and preparation. AMEE Medical Education Guide No. 16. Med. Teach. 21, 248-265) - p. 272 50. Appendix 5 Summary of Various Points in the Continuum Between a Problem-Based Approach and an Information-Oriented Approach ‘Rul’ is the rules or principles to be learned. ‘Eg’ is the problem or clinical example addressed by the student. (Reproduced with permission. First published in Harden, R.M., Davis, M.H., 1998. The continuum of problem-based learning. Med. Teach. 20, 317-322) - p. 273 51. Appendix 6 The Clinical Presentations That Provide A Framework for the Curriculum in Task-Based Learning (reproduced with permission from Harden, R.M., Crosby, J.R., Davis, M.H., et al., 2000. Task-based learning: the answer to integration and problem-based learning in the clinical years. Med. Educ. 34, 391-397) - p. 275 52. Appendix 7 First Two Sections of The Learning Outcome/Tasks Mastery Grid for Vocational Training in Dentistry (reproduced from Mitchell, H.E., Harden, R.M., Laidlaw, I.M., 1999. Med. Teach. 20, 91–98) - p. 277 53. Appenidx 8 Dundee Ready Education Environment Measure (DREEM) (reproduced with permission from McAleer, S., Roff, S., 2001. Curriculum, Climate, Quality and Change in Medical Education: A Unifying Perspective. AMEE Guide No. 23. Part 3 Appendix 1) - p. 278 54. Appendix 9 Examples of OSCE Stations - p. 279 55. Index - p. 281
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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.
1. Introduction - p. 1 2. 1 The teacher is important - p. 3 3. 2 The different faces of a good teacher - p. 9 4. 3 Understanding basic educational principles - p. 15 5. 4 Being an enthusiastic and passionate teacher - p. 27 6. 5 Knowing what works best - p. 33 7. 6 Collaborating and working as a team - p. 41 8. 7 Checking your performance as a teacher and keeping up to date - p. 49 9. Section 2 What the Student Should Learn - p. 54 10. Introduction - p. 55 11. 8 The move to an outcome/competency-based approach - p. 57 12. 9 Specifying the learning outcomes and competencies - p. 67 13. 10 Describing and communicating the learning outcomes and competencies - p. 73 14. 11 Implementing an outcome-based approach in practice - p. 81 15. Section 3 Curriculum Development - p. 85 16. Introduction - p. 87 17. 12 The ‘authentic’ curriculum - p. 89 18. 13 Ten questions to ask when planning a curriculum - p. 95 19. 14 Sequencing curriculum content and the spiral curriculum - p. 103 20. 15 Student engagement and a student-centred approach - p. 109 21. 16 Building learning around clinical problems and presentations - p. 117 22. 17 Using an integrated approach - p. 125 23. 18 Interprofessional education (IPE) - p. 131 24. 19 The apprenticeship, community-based education, longitudinal clinical clerkships and work-based learning - p. 135 25. 20 Responding to information overload and building options into a core curriculum with threshold concepts - p. 145 26. 21 Recognising the importance of the education environment - p. 153 27. 22 Mapping the curriculum - p. 159 28. Section 4 Styles of Teaching - p. 163 29. Introduction - p. 165 30. 23 The lecture and teaching with large groups - p. 167 31. 24 Learning in small groups - p. 175 32. 25 Independent learning - p. 183 33. 26 Teaching and learning in the clinical context - p. 189 34. 27 Simulation of the clinical experience - p. 195 35. 28 E-learning - p. 203 36. 29 Peer and collaborative learning - p. 211 37. Section 5 Assessment - p. 216 38. Introduction - p. 217 39. 30 Six questions to ask about assessment - p. 219 40. 31 Written and computer-based assessment - p. 231 41. 32 Clinical and performance-based assessment - p. 237 42. 33 Portfolio assessment - p. 247 43. 34 Assessment for admission to medicine and postgraduate training - p. 253 44. 35 Evaluating the curriculum - p. 259 45. Appendices - p. 267 46. Appendix 1 Entrustable Professional Activities (Epas) for Undergraduate Medical Education as Specified by the Association of American Medical Colleges (AAMC) (Greenberg, R., 2014. Core Entrustable Professional Activities for entering residency. https://www.aamc.org/cepaer) - p. 268 47. Appendix 2 The Learning Outcomes for A Competent Practitioner Based on the Three-Circle Model (reproduced with permission from Harden et al., 1999. AMEE Guide No. 14: Outcome-based education Part 5) - p. 269 48. Appendix 3 Four Dimensions of Student Progression (reproduced with permission from Harden, R.M., 2007. Learning outcomes as a tool to assess progression. Med. Teach. 29, 678-682) - p. 271 49. Appendix 4 A Page from a Study Guide, ‘Learning Paediatrics: A Training Guide for Senior House Officers’ (reproduced with permission from Harden, R.M., Laidlaw, J.M., Hesketh, E.A., 1999. Study guides – their use and preparation. AMEE Medical Education Guide No. 16. Med. Teach. 21, 248-265) - p. 272 50. Appendix 5 Summary of Various Points in the Continuum Between a Problem-Based Approach and an Information-Oriented Approach ‘Rul’ is the rules or principles to be learned. ‘Eg’ is the problem or clinical example addressed by the student. (Reproduced with permission. First published in Harden, R.M., Davis, M.H., 1998. The continuum of problem-based learning. Med. Teach. 20, 317-322) - p. 273 51. Appendix 6 The Clinical Presentations That Provide A Framework for the Curriculum in Task-Based Learning (reproduced with permission from Harden, R.M., Crosby, J.R., Davis, M.H., et al., 2000. Task-based learning: the answer to integration and problem-based learning in the clinical years. Med. Educ. 34, 391-397) - p. 275 52. Appendix 7 First Two Sections of The Learning Outcome/Tasks Mastery Grid for Vocational Training in Dentistry (reproduced from Mitchell, H.E., Harden, R.M., Laidlaw, I.M., 1999. Med. Teach. 20, 91–98) - p. 277 53. Appenidx 8 Dundee Ready Education Environment Measure (DREEM) (reproduced with permission from McAleer, S., Roff, S., 2001. Curriculum, Climate, Quality and Change in Medical Education: A Unifying Perspective. AMEE Guide No. 23. Part 3 Appendix 1) - p. 278 54. Appendix 9 Examples of OSCE Stations - p. 279 55. Index - p. 281
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