Essential Skills for a Medical Teacher

Name: Essential Skills for a Medical Teacher
Author: Ronald Harden

An Introduction to Teaching and Learning in Medicine

Specificaties

Paperback, blz. | Engels

Elsevier Health Sciences | e druk, 2020

ISBN13: 9780702078545

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Elsevier Health Sciences e druk, 2020 9780702078545

€ 53,49

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Samenvatting

Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees. Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program.

Includes new coverage of "just-in-time" learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education.

Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping.

Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers.

Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students’ or trainees’ learning can be made more effective. Expert Consult™ eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.

Specificaties

ISBN13:9780702078545

Taal:Engels

Bindwijze:Paperback

Uitgever:Elsevier Health Sciences

Inhoudsopgave

<ul> <li> Section 1 – Challenges you face as a teacher (Teaching responsibilities) <ol> <li>What is expected of you as a teacher at a time of change</li> Section 2 – Specifying what students should learn (Outcome-based education) <li>What is outcome or competency based education</li> <li>Specifying the learning outcomes and competencies </li> <li>Describing and communicating the learning outcomes and competencies</li> <li>Twelve steps in establishing an outcome or competency based approach</li> <li>Entrustable Professional Activities</li> Section 3 – Planning the curriculum (The Curriculum) <li>The authentic curriculum</li> <li>Ten questions to ask when planning a curriculum</li> <li>Sequencing curriculum content and the spiral curriculum</li> <li>A student-centred approach and student engagement</li> <li>Building learning around clinical problems and presentations</li> <li>Using an integrated approach</li> <li>Interprofessional education (IPE)</li> <li>Clinical teaching in the curriculum</li> <li>Information overload, the core curriculum and electives</li> <li>The importance of the education environment</li> <li>Mapping the curriculum</li> Section 4 – Helping the student to learn (The teacher’s toolkit) <li>Selecting the teaching method</li> <li>Using sound educational principles</li> <li>Demonstrating passion for teaching</li> <li>Teaching large groups</li> <li>Learning in small groups </li> <li>Facilitating Independent learning</li> <li>Undertaking clinical teaching </li> <li>Making use of simulation </li> <li>Technology-enhanced learning</li> <li>Using peer and collaborative learning </li> Section 5 – Checking that the student has learned (Assessment) <li>Your institution’s assessment PROFILE</li> <li>Six questions to ask about assessment</li> <li>Written assessment</li> <li>Clinical and performance-based assessment</li> <li>Portfolio assessment</li> <li>Self-assessment</li> <li>Assessment for admission to medicine and postgraduate training</li> Section 6 – Planning for the future <li>Evaluating the curriculum</li> <li>Knowing what works and doesn’t work</li> <li>Bringing about change</li> <li>The future of medical education</li> </ol> </li> </ul>

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Essential Skills for a Medical Teacher

An Introduction to Teaching and Learning in Medicine

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