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Bibliographic Record Display

• Title:Essential skills for a medical teacher : an introduction to teaching and learning in medicine / Ronald M. Harden, Jennifer M. Laidlaw ; foreword by David M. Irby.
  
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• Author/Creator:Harden, Ronald M., author.
  
• Other Contributors/Collections:Laidlaw, Jennifer M., author.
  
• Published/Created:Edinburgh : Elsevier, 2017.
  ©2017
  

• Holdings

  Holdings Record Display

  • Location:BMB LIBRARY (VGH) stacksWhere is this?
    
  • Call Number: W18 .H29 2017
    
  • Number of Items:1
    
  • Status:Available
    

  • Location:WOODWARD LIBRARY stacksWhere is this?
    
  • Call Number: W18 .H29 2017
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Medical education.
  
• Medical Subjects: Education, Medical--methods.
  Teaching--methods.
  
• Edition:Second edition.
  
• Description:xv, 288 pages ; 24 cm
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9780702069581 paperback
  0702069582 paperback
  
• Contents:Machine generated contents note: SECTION 1 `Good Teacher'
  1. teacher is important
  2. different faces of a good teacher
  3. Understanding basic educational principles
  4. Being an enthusiastic and passionate teacher
  5. Knowing what works best
  6. Collaborating and working as a team
  7. Checking your performance as a teacher and keeping up to date
  SECTION 2 What the Student Should Learn
  8. move to an outcome/competency-based approach
  9. Specifying the learning outcomes and competencies
  10. Describing and communicating the learning outcomes and competencies
  11. Implementing an outcome-based approach in practice
  SECTION 3 Curriculum Development
  12. `authentic' curriculum
  13. Ten questions to ask when planning a curriculum
  14. Sequencing curriculum content and the spiral curriculum
  15. Student engagement and a student-centred approach
  16. Building learning around clinical problems and presentations
  17. Using an integrated approach
  18. Interprofessional education (IPE)
  19. apprenticeship, community-based education, longitudinal clinical clerkships and work-based learning
  20. Responding to information overload and building options into a core curriculum with threshold concepts
  21. Recognising the importance of the education environment
  22. Mapping the curriculum
  SECTION 4 Styles of Teaching
  23. lecture and teaching with large groups
  24. Learning in small groups
  25. Independent learning
  26. Teaching and learning in the clinical context
  27. Simulation of the clinical experience
  28. E-learning
  29. Peer and collaborative learning
  SECTION 5 Assessment
  30. Six questions to ask about assessment
  31. Written and computer-based assessment
  32. Clinical and performance-based assessment
  33. Portfolio assessment
  34. Assessment for admission to medicine and postgraduate training
  35. Evaluating the curriculum
  APPENDICES
  1. Entrustable Professional Activities (EPAs) for undergraduate medical education as specified by the Association of American Medical Colleges (AAMC)
  2. learning outcomes for a competent practitioner based on the three-circle model
  3. Four dimensions of student progression
  4. page from a study guide, `Learning paediatrics: a training guide for senior house officers'
  5. Summary of various points in the continuum between a problem-based approach and an information-oriented approach
  6. clinical presentations that provide a framework for the curriculum in task-based learning
  7. First two sections of the learning outcome/tasks mastery grid for vocational training in dentistry
  8. Dundee Ready Education Environment Measure (DREEM)
  9. Examples of OSCE stations.