ABC of Learning and Teaching in Medicine
3. Auflage
Erschienen am 10. Juli 2017
136 Seiten
978-1-118-89215-2 (ISBN)
Beschreibung
ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher's role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education.
Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision.
Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision.
Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
Weitere Details
Weitere Ausgaben
Personen
Peter Cantillon, Professor of Primary Care, Discipline of General Practice, School of Medicine, National University of Ireland, Galway, Ireland
Diana Wood, Director of Medical Education and Clinical Dean, School of Clinical Medicine, University of Cambridge, Cambridge, UK
Sarah Yardley, Consultant in Palliative Medicine, Central & North West London NHS Foundation Trust and Honorary Lecturer, Marie Curie Palliative Care Research Department, University College London, London, UK
Diana Wood, Director of Medical Education and Clinical Dean, School of Clinical Medicine, University of Cambridge, Cambridge, UK
Sarah Yardley, Consultant in Palliative Medicine, Central & North West London NHS Foundation Trust and Honorary Lecturer, Marie Curie Palliative Care Research Department, University College London, London, UK
Inhalt
List of Contributors vii
Preface ix
Acknowledgements xi
1 Becoming a Better Teacher 1
Peter Cantillon
2 Educational Theory: An Overview 7
Tim Dornan, Gerard J. Gormley, and Sarah Yardley
3 Inquiry?]based Learning 11
Inam Haq
4 Course Design 15
Deborah Gill
5 Creating Educational Materials 19
Vimmi Passi and Alan Dellow
6 Creating a Safe and Effective Learning Environment 23
Jeremy Webb
7 Feedback in Medical Education: Skills for Improving Learner Performance 29
Joan Sargeant and Karen Mann
8 Small?]Group Learning 33
Gary D. Rogers and Peter M. Hamilton
9 Lectures Lecturing and Learning 39
Peter Cantillon
10 Simulation in Healthcare Education 43
Jean Ker and Ben Shippey
11 Workplace Learning: Promoting Strengths Addressing Weaknesses 49
Pim W. Teunissen and Walter Eppich
12 Learner Supervision 53
Ed Peile
13 Formative Assessment 59
Diana Wood
14 Written Assessment 65
Lambert W.T. Schuwirth and Cees P.M. van der Vleuten
15 Skill?]based Assessment 71
Val Wass
16 Work?]based Assessment 77
John Norcini and Eric Holmboe
17 Quality Assurance of Assessments 81
Celia Taylor
18 Students in Difficulty 85
Dason Evans and Jo Brown
19 Teaching and Learning Professionalism 91
Rachel Morris and Hilary Neve
20 Social Media and Learning 97
Natalie T. Lafferty and Annalisa Manca
21 The Mindful Clinician?]Teacher 105
Stephen Liben
22 Evaluation 109
Jill Morrison
Index 115
Preface ix
Acknowledgements xi
1 Becoming a Better Teacher 1
Peter Cantillon
2 Educational Theory: An Overview 7
Tim Dornan, Gerard J. Gormley, and Sarah Yardley
3 Inquiry?]based Learning 11
Inam Haq
4 Course Design 15
Deborah Gill
5 Creating Educational Materials 19
Vimmi Passi and Alan Dellow
6 Creating a Safe and Effective Learning Environment 23
Jeremy Webb
7 Feedback in Medical Education: Skills for Improving Learner Performance 29
Joan Sargeant and Karen Mann
8 Small?]Group Learning 33
Gary D. Rogers and Peter M. Hamilton
9 Lectures Lecturing and Learning 39
Peter Cantillon
10 Simulation in Healthcare Education 43
Jean Ker and Ben Shippey
11 Workplace Learning: Promoting Strengths Addressing Weaknesses 49
Pim W. Teunissen and Walter Eppich
12 Learner Supervision 53
Ed Peile
13 Formative Assessment 59
Diana Wood
14 Written Assessment 65
Lambert W.T. Schuwirth and Cees P.M. van der Vleuten
15 Skill?]based Assessment 71
Val Wass
16 Work?]based Assessment 77
John Norcini and Eric Holmboe
17 Quality Assurance of Assessments 81
Celia Taylor
18 Students in Difficulty 85
Dason Evans and Jo Brown
19 Teaching and Learning Professionalism 91
Rachel Morris and Hilary Neve
20 Social Media and Learning 97
Natalie T. Lafferty and Annalisa Manca
21 The Mindful Clinician?]Teacher 105
Stephen Liben
22 Evaluation 109
Jill Morrison
Index 115
