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• Title:How to teach : a handbook for clinicians / written and edited by Shirley Dobson ; written by Lesley Bromley, Michael Dobson.
  
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• Author/Creator:Dobson, Shirley, MA., Dip. Ed.
  
• Other Contributors/Collections:Bromley, L. (Lesley)
  Dobson, Michael B.
  
• Published/Created:Oxford ; New York : Oxford University Press, ©2011.
  

• Holdings

  Holdings Record Display

  • Location:BMB LIBRARY (VGH) stacksWhere is this?
    
  • Call Number: W88 .D635 2011
    
  • Number of Items:1
    
  • Status:Available
    

  • Location:WOODWARD LIBRARY stacksWhere is this?
    
  • Call Number: W88 .D635 2011
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Clinical medicine--Study and teaching.
  
• Medical Subjects: Teaching--methods.
  Education, Medical.
  Teaching.
  
• Description:xviii, 211 pages : ill ; 24 cm.
  
• Series:Success in medicine.
  
• Summary:" ... being able to teach well is vital to patient care ..."--Back cover.
  
• Notes:Includes index.
  
• ISBN:9780199592067
  
• Contents:Machine generated contents note: 1. Why good teachers are necessary
  Notes for Trainers
  Additional material: names
  Introduction to preparation and planning
  Three key words to remember
  2. How to prepare efficiently: the essentials
  Your goal is to be an effective and inspiring teacher
  Six steps to preparation and planning
  Choosing the best teaching method
  Getting the timing right
  Preparing the room
  Notes for Trainers
  Additional material: memory and learning
  Additional material: preparing the room
  Sample slide set
  3. How to prepare for a formal lecture: keeping your students interested and alert
  How to start: ways of gaining attention
  Holding attention and varying the stimulus
  Barriers to learning
  Planning hand-outs
  Being creative
  Notes for Trainers
  4. How to prepare case studies for teaching
  Selecting and structuring the case presentation
  Telling the story
  Planning to lead the discussion
  Notes for Trainers
  Sample slide set
  5. How to prepare interactive teaching
  Interactive teaching: what, when, and why
  Interactive teaching: making a start
  conversation
  Interactive teaching: preparing questions
  Interactive teaching in small groups
  Notes for Trainers
  Stage 1
  Sample slide set
  Stage 2
  Additional material: Bloom's taxonomy
  Sample slide set
  6. How to prepare extra resources
  Choosing teaching resources and visual aids
  Visual aids in clinical teaching
  Drawing
  Pictures
  Clinical equipment
  Models
  Patients
  Slides
  Preparing good slides
  Slide design: dos and don'ts
  Flip charts
  Boards
  Chalk or whiteboards
  Interactive whiteboards
  Notes for Trainers
  Summary of Part 2: preparation and planning
  Introduction
  7. Getting the message across
  Stance what you do with your body!
  Eyes how and why you maintain eye contact
  Voice using your voice to maximum effect
  moment when you start
  Giving instructions
  Notes for Trainers
  Additional material: giving feedback
  8. Reinforcing the message: using extra resources
  Presenting with slides
  Checking the room
  Top tips!
  Mistakes to avoid
  What to do when the equipment fails
  Using flip charts
  Using interactive whiteboards
  Using visual aids
  Notes for Trainers
  9. Simulators
  What do we mean by simulation and simulator?
  Features of a moderate to high-fidelity human simulator
  What are simulators used for?
  What can be learned through working in a simulator?
  Do the benefits to training outweigh the costs?
  simulator team
  Running a session with the simulator
  feedback
  Points for debate
  Notes for Trainers
  10. Teaching a skill
  Introduction
  Planning to teach a skill
  Sample preparation for teaching a skill
  Starting your skills teaching session
  Understanding the skill
  Teaching the motor component
  Getting resources ready
  four-stage approach to teaching a skill
  Next steps in learning skills
  Log books: records of training
  Notes for Trainers
  Additional material: using learning curves as an assessment tool
  11. How to deal with unexpected difficulties and find solutions
  Taking questions
  Leading a discussion
  Leading interactive teaching
  Difficulties with student behaviour
  Looking at pace to counteract boredom
  Notes for Trainers
  12. How to evaluate and use feedback to improve your teaching
  Evaluating your teaching: yourself
  Learning styles
  Evaluating your teaching: with a friend paired observation
  Evaluating your teaching: using video for feedback
  How to observe and give feedback
  Evaluating your teaching: information from students
  Notes for Trainers
  13. How to assess your students' progress
  Assessment in medical education
  Choosing assessment methods
  Writing and using multiple choice questions (MCQs)
  Notes for Trainers
  14. How to evaluate a course, a conference, or an individual meeting
  Why evaluate courses?
  What needs evaluating?
  How will you do the evaluation?
  How will you get the evaluation forms back?
  Notes for Trainers
  Additional material: how to run and organize a course
  15. Thinking about values in teaching
  teacher
  students
  Knowledge
  Notes for Trainers
  Appendix 1 Language issues in teaching and training
  A. Advice for native English speakers
  B. Teaching in a foreign language
  C. Working with a translator
  What you need to pack when you teach abroad a teacher's toolkit
  Appendix 2 Sample course programmes
  Sample education course programmes
  1. single lecture
  2. half-day course improving for specialist trainees
  3. one-day programme
  4. two-day workshop
  5. first week of a three-week education course
  Sample non-education course programme
  Appendix 3 Curriculum review
  Appendix 4 Sample hand-outs for trainers
  Hand-out 1 Planning and preparation
  Hand-out 2 Developing interactive teaching skills
  Hand-out 3 Developing MCQs
  Hand-out 4 Evaluating a course or education meeting.