categorii
- Allergy / Immunology
- Anaesthesiology
- Anatomy
- Behavioural Medicine
- Biochemistry
- Cardiology
- Clinical Medicine
- Critical Care
- Dentistry
- Dermatology
- Embryology
- Emergency Medicine
- Endocrinology
- Epidemiology
- Evidence-Based Medicine
- Gastroenterology
- Genetics
- Geriatrics
- Haematology
- Health Professions
- Histology
- Infectious & Contagious Diseases
- Medicine: general issues
- Nephrology
- Neurology
- Neurosurgery
- Nursing
- Obstetrics / Gynaecology
- Oncology
- Ophthalmology
- Orthopaedics
- Otorhinolaryngology (ENT)
- Paediatrics
- Pathology
- Pharmacology
- Physiology
- Plastic Surgery
- Primary Care / General Practice
- Psychiatry
- Pulmonary & Respiratory Medicine
- Radiology / Imaging
- Rehabilitation Medicine
- Rheumatology
- Sleep Medicine
- Surgery
- Urology
- Veterinary Medicine
Home » Medicine: general issues » Medical administration & management » A Practical Guide for Medical Teachers
A Practical Guide for Medical Teachers, editia 3
|
|
||||||||
- Seria:
- Categoria:
- Medical administration & management
- Editia:
- 3
- Anul publicarii:
- 18.06.2009
- ISBN:
- 9780702031236
- Editura:
- Churchill Livingstone
- Tip coperta:
- Paperback / softback
- Format:
- A4
- Nr. pagini:
- 452
- Nr. ilustratii:
- 0
- Audienta:
Descriere:
This Third Edition of the highly-praised Practical Guide for Medical Teachers continues to provide a bridge between theoretical aspects of medical education and the practical delivery of enthusiastic teaching. As in its previous editions it will act as an invaluable aid to clinicians as well as other healthcare teachers in their understanding of contemporary educational principles, providing practical help in the delivery of the variety of teaching situations which characterise present day curricula. Key concepts and tips are presented in a digestible form and in a way which indicates both their immediate relevance and practical implications.SECTION 1
CURRICULUM DEVELOPMENT
1. New horizons in medical education
2. Curriculum planning and development
3. The undergraduate curriculum
4. Clinical learning in the early years
5. Early years of postgraduate training
6. Later years of postgraduate or specialist training
7. Continuing professional development
8. Preparing for general practice
9. Educational environment
SECTION 2
LEARNING SITUATIONS
10. Lectures
11. Learning in small groups
12. Clinical skills centre teaching
13. Bedside teaching
14. Ambulatory care teaching
15. In the community
16. Rural and remote locations
17. Distance education
18. Peer-assisted learning
19. Mentoring
SECTION 3
EDUCATIONAL STRATEGIES
20. Outcome-based curriculum
21. Independent learning
22. Problem-based learning
23. Integrated learning
24. Interprofessional education
25. Core curriculum and student-selected components
SECTION 4
TOOLS AND AIDS
26. Instructional Design
27. Study Guides
28. Simulators and simulation-based medical education
29. Simulated/standardised patients
30. e-learning and e-teaching
31. Healthcare education informatics
32. m-learning
SECTION 5
CURRICULUM THEMES
33. Basic and clinical sciences
34. Basic sciences and curriculum outcomes
35. Clinical communication
36. Ethics and attitudes
37. Professionalism
38. Preparing for practice
39. Evidence-based medicine
SECTION 6
ASSESSMENT
40. Principles of assessment
41. Standard setting
42. Choosing assessment instruments
43. Written assessments
44. Performance assessment
45. Workplace-based assessment
46. Portfolios, dissertations and projects
47. Giving feedback
SECTION 7
STAFF AND STUDENTS
48. Student selection
49. Student support
50. Study skills
51. Staff development
52. Academic standards and scholarship
53. Publishing and research
This Third Edition of the highly-praised Practical Guide for Medical Teachers continues to provide a bridge between theoretical aspects of medical education and the practical delivery of enthusiastic teaching. As in its previous editions it will act as an invaluable aid to clinicians as well as other healthcare teachers in their understanding of contemporary educational principles, providing practical help in the delivery of the variety of teaching situations which characterise present day curricula. Key concepts and tips are presented in a digestible form and in a way which indicates both their immediate relevance and practical implications.SECTION 1
CURRICULUM DEVELOPMENT
1. New horizons in medical education
2. Curriculum planning and development
3. The undergraduate curriculum
4. Clinical learning in the early years
5. Early years of postgraduate training
6. Later years of postgraduate or specialist training
7. Continuing professional development
8. Preparing for general practice
9. Educational environment
SECTION 2
LEARNING SITUATIONS
10. Lectures
11. Learning in small groups
12. Clinical skills centre teaching
13. Bedside teaching
14. Ambulatory care teaching
15. In the community
16. Rural and remote locations
17. Distance education
18. Peer-assisted learning
19. Mentoring
SECTION 3
EDUCATIONAL STRATEGIES
20. Outcome-based curriculum
21. Independent learning
22. Problem-based learning
23. Integrated learning
24. Interprofessional education
25. Core curriculum and student-selected components
SECTION 4
TOOLS AND AIDS
26. Instructional Design
27. Study Guides
28. Simulators and simulation-based medical education
29. Simulated/standardised patients
30. e-learning and e-teaching
31. Healthcare education informatics
32. m-learning
SECTION 5
CURRICULUM THEMES
33. Basic and clinical sciences
34. Basic sciences and curriculum outcomes
35. Clinical communication
36. Ethics and attitudes
37. Professionalism
38. Preparing for practice
39. Evidence-based medicine
SECTION 6
ASSESSMENT
40. Principles of assessment
41. Standard setting
42. Choosing assessment instruments
43. Written assessments
44. Performance assessment
45. Workplace-based assessment
46. Portfolios, dissertations and projects
47. Giving feedback
SECTION 7
STAFF AND STUDENTS
48. Student selection
49. Student support
50. Study skills
51. Staff development
52. Academic standards and scholarship
53. Publishing and research
Recomandata pentru:
05
05
Despre autori:
By (author): Ronald M Harden, General Secretary, Association of Medical Education in Europe; Former Director of Education, International Virtual Medical School; Former Professor of Medical Education, University of Dundee, UK;
By (author): John Dent, Reader in Medical Education and Orthopaedic Surgery, University of Dundee, Dundee, UK
By (author): Ronald M Harden, General Secretary, Association of Medical Education in Europe; Former Director of Education, International Virtual Medical School; Former Professor of Medical Education, University of Dundee, UK;
By (author): John Dent, Reader in Medical Education and Orthopaedic Surgery, University of Dundee, Dundee, UK