A Practical Guide for Medical Teachers

Description:

Highly regarded in the field of medical education, A Practical Guide for Medical Teachers provides accessible, highly readable, and practical information for those involved in basic science and clinical medicine teaching. The fully updated 6th Edition offers valuable insights into today’s medical education.　 Input from global contributors who offer an international perspective and multi-professional approach to topics of interest to all healthcare teachers. With an emphasis on the importance of developing educational skills in the delivery of enthusiastic and effective teaching, it is an essential guide to maximizing teaching performance.

Offers comprehensive, succinct coverage of curriculum planning and development, assessment, student engagement, and more.

Includes 10 new chapters that discuss the international dimension to medical education, clinical reasoning, the roles of teachers, mentoring, burnout and stress, the patient as educator, professional identity, curriculum and teacher evaluation, how students learn,　 and diversity, equality and individuality.

Delivers the knowledge and expertise of more than 40 international contributors.

Features helpful boxes highlighting practical tips, quotes, and trends in today’s medical education.

 

Table of Contents:

 

Section 1: Curriculum Development

1. The Medical School of the Future

Key concepts

Introduction

Medical education challenges

The trends recognized before the current Coronavirus pandemic

Changes proposed or required after the Coronavirus pandemic

Summary

References

2. Curriculum Planning and Development

Key concepts

Introduction

What is a curriculum?

Summary

References

3. The Undergraduate Curriculum

Key concepts

Introduction

Forces shaping the curriculum

Critical components of the undergraduate medical education programme as they relate to the continuum of medical education

Summary

References

4. Postgraduate Medical Education: A ‘Pipeline’ to Competence

Key concepts

Introduction

Key elements of postgraduate medical education programmes

Education components of postgraduate medical education programmes

A resident perspective on postgraduate medical education

Summary

References

5. Continuing Professional Development

Key concepts

Introduction

Continuing professional development: a professional and ethical obligation

Continuing professional development evolution

A proposed model for knowledge transfer in continuing professional development

The future of continuing professional development: technology and disruptive innovation

Continuing professional development: from good to great

Summary

References

6. The Hidden Curriculum

Key concepts

Introduction

Historical context

Definitions and metaphors

Applications: exploring/assessing the hidden curriculum

Student mistreatment: a case study in applying the HC lens

Summary

References

7. The International Dimension of Medical Education

Key concepts

Introduction

Internationalization of medical curricula

Educating the global physician

Internationalization of distant curricula

Setting standards

Educational trends and their challenges

The way forward

Summary

References

Section 2: Learning Situations

8. How Students Learn

Key concepts

Introduction

Assumptions around learning

Multiple definitions of learning

Learning theories and strategies

Learning styles

Learning approaches and contexts

Summary

References

9. Lectures

Key concepts

Lectures in medical teaching

Introduction

Pros and cons of lectures as a primary learning event

Learning in a lecture environment

Organizing a lecture

Teaching materials

Active learning in the lecture hall

Summary

References

10. Learning in Small Groups

Key concepts

Introduction

What is a small group?

When to use small groups

How to effectively conduct a small group learning session

Summary

References

11. Clinical Teaching

Key concepts

Introduction

The ‘learning triad’

Educational strategies for clinical teaching

Strategies for inpatients

Strategies for outpatients

Educational strategies applicable to all clinical settings

Hospital ward opportunities—models for managing learning in the ward

Ambulatory care opportunities

Assessment of clinical learning

Staff development

Summary

References

12. Learning in Urban and Rural Communities

Key concepts

Introduction

Learning medicine in community settings

Block rotations, prolonged attachments and continuity experiences

The patient-doctor relationship

Social and cultural dimensions

Adaptive expertise and generalism

Clinical decision making in the community setting

Learning with and from others

Clinical learning in rural and urban community settings—similarities and differences

Learning medicine where graduates are expected to practice

The medical teacher’s role

Practical examples

Research

Summary

References

13. Learning in Longitudinal Integrated Clerkships

Key concepts

Introduction

Defining Lics

History

Rationale

Learning imperatives

Professional imperatives

Health system imperatives

Societal imperatives

Model types

Generalist model longitudinal integrated clerkships

Multispecialty ‘streams’ model longitudinal integrated clerkships

Impact of longitudinal integrated clerkships

Developing and sustaining longitudinal integrated clerkships

Summary

References

14. Learning in a Simulated Environment

Key concepts

Introduction

Background

Simulation as design

Simulated patients

Simulated patient methodology and trends in medical education

Fundamental concepts in simulated patient methodology

Discourses of clinical competence

Scope of simulated participants practice

Hybrid simulations

Patients’ voices

Qualities of simulated patients

Supporting simulated patients in role portrayal and feedback

Simulation technology

Physical models

Immersive simulators

Hybrid simulators

Current and future trends

Simulation in the 21st century

Summary

References

15. Independent Learning and Distance Education

Key concepts

Introduction

The terms that describe learner control of learning

Importance of being an independent learner

Characteristics of independent learners

The challenge of developing independent learners

Important approaches for facilitating development include

The digital world and distance learning by the independent learner

Digital literacies for independent learning and distance learning

Future trends in independent learning and distance learning

Summary

References

Section 3: Educational Strategies and Technologies

16. Outcome-Based Education

Key concepts

Introduction

The trend towards outcome-based education

Why the move to outcome-based education?

Implementation of outcome-based education

Implementing outcome-based education

Myths about outcome-based education

Summary

References

17. Integrated Learning

Key concepts

Introduction

What is meant by integration?

Rationale for integrated learning

Curricular/program integration

Horizontal versus vertical integration

Course level versus session level integration and the benefits of causal networks

Strategies to achieve integrated learning at the session level

Assessment in an integrated curriculum

Challenges to integration

Summary

References

18. Interprofessional Education

Key concepts

History and developments

Interprofessional education and collaborative practice

Evidence for the effectiveness of interprofessional education

Theories underpinning interprofessional education and interprofessional collaborative practice

Curriculum development

Learning outcomes and accreditation

Learning activities

Assessment

Faculty development for interprofessional education

Overcoming challenges

Summary

References

19. Problem-Based Learning

Key concepts

Introduction

Problem-based learning: philosophy, principles and techniques

A traditional perspective on problem-based learning

Different shapes of problem-based learning

Reflection on problem-based learning as a family of related approaches

Summary

References

20. Team-Based Learning

Key concepts

What is team-based learning?

What makes team-based learning work?

Instructor wrap-up

Summary

References

Online resources

21. Digital Technologies in Medical Education

Key concepts

Introduction

Technology as medium

Technology as context

Technology as outcome

Technology as intelligence

Summary

References

Further reading

Section 4: Curriculum Themes

22. Relevance of Foundational Sciences to the Curriculum

Key concepts

Introduction

The changing medical curriculum

The active learning environment

Use of reflective practice, critical thinking and clinical reasoning

Innovations in teaching foundational sciences

Foundational science integration throughout the curriculum

Nontraditional discipline-independent foundational science skills

Learning foundational science outside curricular structure

Summary

References

23. Social and Behavioural Sciences in Medical School Curricula

Key concepts

Introduction

Why are the Social and Behavioural Sciences important in medicine?

What topics should be included in the curriculum?

Where and when should Social and Behavioural Sciences be presented in the curriculum?

Who should do Social and Behavioural Sciences teaching design and delivery?

How can Social and Behavioural Sciences be learnt, taught, and assessed?

Assessment

How do we implement a Social and Behavioural Sciences curriculum?

Summary

References

Further Reading

24. Clinical Communication Skills

Key concepts

Introduction

Using role play (simulation)

The wider context

Professionalism

Summary

References

Appendix 1

25. Ethics, Empathy and Attitudes

Key concepts

Introduction

Critical challenges

Undergraduate education

Assessment of ethical and professional attitudes

The special nature of attitudes

Summary: effecting culture shift

References

26. Professionalism

Key concepts

Introduction

Defining professionalism

Setting expectation: agreeing a framework for professionalism

Developing a culture of professionalism: role modelling and the hidden curriculum

Digital professionalism

Educating faculty on social media

Assessing professionalism

Summary

References

27. Medical Research (in General) and Evidence-Based Medicine

Key concepts

Introduction

What is evidence-based medicine?

Evolution of evidence-based medicine

Implications for medical teachers

Summary

References

28. Patient Safety and Quality of Care

Key concepts

Introduction

Introduction to patient safety

Introduction to healthcare quality

Teaching healthcare quality and patient safety

Summary

References

29. Medical Humanities

Definitions

Introduction

What are the medical humanities?

How do the medical humanities contribute to medical education?

Curriculum structure: Hong Kong University medical humanities programme case example

What are some practical considerations and challenges?

Summary

Acknowledgement

References

30. Integrative Medicine in the Training of Physicians

Key concepts

Introduction

Integrative medicine in undergraduate medical education

Clerkships

Integrative medicine in graduate medical education

Summary

References

31. Clinical Reasoning

Key concepts

Introduction

Theories underlying the teaching of clinical reasoning

Lesson 1. Teaching clinical reasoning must emphasize the development of detailed, content-specific, organized knowledge

Lesson 2. Clinical reasoning requires multiple strategies and flexibility in strategy use

Lesson 3. Clinical reasoning expert performance requires prolonged and deliberate practice

Lesson 4. Motivation and emotion impact on clinical reasoning

Lesson 5. Clinical reasoning is context-specific

Summary

References

32. Medical Education in an Era of Ubiquitous Information

Key concepts

Introduction

Data, information, and knowledge

Healthcare in the digital age (and biomedical knowledge in the cloud)

The digital native learner

Three key competencies at a time of ubiquitous information and educational strategies to support the digital learner

Metacognition and sensing gaps in one's knowledge

Information retrieval and the ability to form an appropriate question

Evaluating and weighing evidence to make decisions; recognizing patients and interprofessional colleagues as additional sources of information

Summary

References

Section 5: Assessment

33. Concepts in Assessment Including Standard Setting

Key concepts

Introduction

Measurement theories

Types of assessment

Qualities of good assessment

Validity theory

Score interpretation

Score equivalence

Standards

Self-assessment

Objective versus subjective assessments

Summary

References

34. Written Assessments

Key concepts

Introduction

Response formats

Stimulus formats

Summary

References

35. Performance and Workplace Assessment

Key concepts

Introduction

Assessments of clinical competence

Assessing performance in the workplace

Outstanding issues in performance assessment

Summary

References

36. Portfolios, Projects and Theses

Key concepts

Introduction

The objectives and contents of portfolios

Success factors for portfolios

Portfolio assessment

Thesis and project circle

Summary

References

37. Feedback, Reflection and Coaching: Tools for Continuous Learning

Key concepts

Introduction

Feedback

Reflection

Coaching

Summary

References

38. The Assessment of Attitudes and Professionalism

Key concepts

Why assess professionalism? Setting the boundaries

What do we mean by professionalism? Agreeing the definition

When should professionalism be assessed?

How should professionalism be assessed?

The tools

Cognition: Knows

Tools across the continuum—a portfolio of professionalism

Summary

References

39. Programmatic Assessment

Key concepts

Introduction

The traditional approach

Programmatic assessment

An example

Conclusion

Summary

References

Section 6: Staff

40. The Roles of the Medical Teacher

Key concepts

The changing roles of the medical teacher

The teacher as an information provider and coach

The teacher as a facilitator and mentor

The teacher as a curriculum developer and implementer

The teacher as an assessor and diagnostician

The teacher as a role model as teacher and practitioner

The teacher as a manager and leader

The teacher as a scholar and researcher

The teacher as a professional

Summary

References

41. The Teacher as a Scholar

Key concepts

Introduction

Broadening the definition of teacher scholar/criteria for teacher scholar

Summary

References

Online resources

42. Staff Development

Key concepts

Introduction

Common practices and challenges

Designing a staff development programme

Determine appropriate goals and priorities

Summary

References

43. Mentoring

Key concepts

Introduction

Definitions

Benefits of mentoring

Approach to mentoring: balancing support–challenge–vision

Roles and tasks of a mentor

Types of mentoring relationships

Stages of a mentoring relationship

Challenges in mentoring

Designing effective mentoring programmes

Evaluating mentoring and mentoring programmes

Summary

References

Further reading

44. Burnout, Mistreatment and Stress

Key concepts

Introduction

Stress

Burnout

Preventing and recovering from stress and burnout

Compassion

Does compassion lead to weakness or unfairness?

Self-compassion

Mistreatment and addressing the wider systems

Teaching compassion with compassion

An exercise in attentiveness (designed by Anne-Birgitta Pessi, University of Helsinki)

Growing discernment

Action

Helping students to stay well

‘Questions in a hat’, ‘Blether’ at Black Medicine, and “Am I the only one?”

Medical humanities

Role modelling

Summary

References

45. The Patient as Educator

Key concepts

Introduction

Patient and public involvement

Patient and public involvement in medical programme accreditation

Training and preparation of patient-educators

Spectrum of involvement of patient-educators

Educational value of involving patients as educators

Potential for expanded role of patients as educators

Case study: the Doubleday Centre for Patient Experience

Challenges facing patient-educator programmes

Future research opportunities

Summary

References

Section 7: Students & Trainees

46. Selection of Students and Trainees

Key concepts

Introduction

Errors of ignorance

Errors of purpose

Errors of conception

Errors of implementation

Errors of judgment

Summary

References

47. Students and Trainees in Need of Additional Support

Key concepts

Introduction

Identifying learners in need of support

Additional support as an identity challenge

System issues

Summary

References

48. Student Engagement in the Educational Programme

Key concepts

Introduction

Benefits of student engagement

Theoretical framework of student engagement

Student engagement in the curriculum

A stepwise approach for enhancing student engagement

How to avoid major pitfalls?

Criteria for student engagement excellence: the ASPIRE programme

Summary

References

49. Professional Identity and Career Choice

Key concepts

Introduction

Professional identity

Values

Selection

Careers choice and guidance

Summary

References

Section 8: Medical School

50. Curriculum and Teacher Evaluation

Key concepts

Introduction

Specific to faculty evaluations

Summary

References

51. Medical Education Leadership

Key concepts

Introduction

The ‘leadership triad’

Leadership theory and practice

Personal qualities and attributes

Leadership is context dependent

Leading groups and teams

A systems’ perspective

Accountability, advocacy and activism

Summary

Acknowledgements

References

52. The Medical Teacher and Social Accountability

Key concepts

Introduction

Social accountability of medical schools

Medical teachers and social accountability

Medical teachers comprehensive roles in socially accountable medical schools

Practical examples of medical teacher social accountability

Research

Summary

References

53. The Educational Environment

Key concepts

Introduction

The preclinical learning environment

The clinical learning environment

The physical and architectural environment

Technology-enhanced, virtual and hybrid environments

Diversity in the learning environment

Creating a safe and supportive learning environment

Evaluating and improving the learning environment

The learning environment of the future

Summary

References

54. Medical Education Research

Key concepts

Introduction

Quantitative and qualitative research

The use of theory

Mixed methods research

Reflection

Building capacity

Funding

Summary

References

55. Diversity, Equality and Individuality

Key concepts

Introduction

Theoretical background

The projects

Reflection: the two projects in comparison (Table 55.1)

Summary

References

Index

 

An aparitie	7 Jun. 2021
Autor	John Dent, Ronald M. Harden, Dan Hunt
Dimensiuni	19.05 x 23.5 cm
Editura	Elsevier
Format	Paperback
ISBN	9780702081705
Limba	Engleza
Nr pag	496