| Descript |
1 online resource (601 pages) |
| Content |
text txt |
| Media |
computer c |
| Carrier |
online resource cr |
| Contents |
Intro -- Title Page -- Copyright Page -- Contents -- Contributors -- Foreword to the Third Edition -- Preface -- Part 1 Foundations -- Chapter 1 Understanding Medical Education -- What is Medical Education? -- Challenges and Preoccupations -- Scholarship and the Pursuit of Excellence -- References -- Chapter 2 A Global View of Structures and Trends in Medical Education -- Introduction -- Medical Education Pathways Worldwide -- Purposes and Priorities in Medical Education -- Glimpses of the Future -- Educational System Factors -- Globalisation -- Health Care System Factors -- Cultural and Societal Factors -- Technological Factors -- Discussion -- Acknowledgements -- References -- Chapter 3 The Science of Learning -- Introduction -- Studying and Measuring Learning -- Neural Anatomy and Mechanisms -- Memory -- Attention and Selection -- Cognitive Processing -- Strategies for the Novice Learner -- Strategies for the Expert Learner -- Challenges in Applying Neuroscience and Theory to Practice -- Areas for Future Research -- Conclusion -- References -- Further Reading -- Chapter 4 Teaching and Learning in Medical Education: How Theory can Inform Practice -- Introduction -- Social Cognitive Theory -- Reflection and Reflective Practice -- Transformative Learning -- Self-directed Learning -- Experiential Learning -- Situated Learning -- Communities of Practice -- Constructivism -- Socio-materiality -- Adult Learning Principles -- Connections -- Acknowledgements -- References -- Chapter 5 Principles of Curriculum Design -- Introduction -- What is a Curriculum? -- Curriculum Design -- Factors that Influence Curriculum Design -- Decisions in Curriculum Design -- Conclusion -- References -- Further Reading -- Chapter 6 Instructional Design: Applying Theory to Teaching Practice -- Introduction -- What is Instructional Design?. |
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In What Contexts in Medical Education can Instructional Design be used? -- What is the Difference between Instructional Design and Curriculum Design? -- Why do we need Instructional Design? -- Theoretical Concepts Informing Instructional Design -- Instructional Design Models Relevant to Health Professions Education -- Common Elements and Issues -- Design Considerations -- Evaluation -- Conclusions -- Acknowledgement -- References -- Further Reading -- Chapter 7 Quality in Medical Education -- Introduction -- Quality Perspectives -- Quality Standards -- Quality Processes -- Quality and Continuing Professional Development -- The Quality Cycle -- Data Collection -- Quality Assurance of Assessment -- Acting on Results and Implementing Change -- External Accreditation and Benchmarking -- Conclusion -- References -- Further Reading -- Part 2 Teaching and Learning -- Chapter 8 Lectures and Large Groups -- Introduction -- The Lecture in Medical Education -- Lectures and Learning -- Disruptive Change in Medical Education -- From Informing to Involving Students -- From Teacher-centred Instruction to Student‐centred Learning -- Implications for Lectures and their Redesign -- Large-group Teaching for Transformative Learning -- Strategies to Aid Large-group Learning -- Conclusion -- Acknowledgements -- References -- Further Reading -- Chapter 9 Learning in Small Groups -- Introduction -- The Learner Experience -- What Constitutes a Small Group? -- Housekeeping -- The Role of the Tutor -- Getting Started -- Techniques to Use in Small Groups -- Case-based Learning -- Problem-based Learning -- Team-based Learning -- Role Play -- Clinical Skills Teaching -- The Teaching Ward Round -- The TOSBA -- Balint Groups -- Action Learning Set -- Group Dynamics -- The Interprofessional Group -- Dealing with Difficult Group Members -- Frequently Asked Questions -- Conclusion. |
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References -- Further Reading -- Chapter 10 Technology-enhanced Learning -- Introduction -- Technology Use in Medical Education -- Technologies for Learning -- Technologies for Teaching -- Technologies for Assessment -- Technologies for Managing Medical Education -- Technologies as Educational Prostheses -- Evaluating and Researching TEL in Medical Education -- A Moving Target -- Conclusions -- References -- Further Reading and Resources -- Chapter 11 Simulation in Medical Education -- Introduction -- Historical Perspectives and Contemporary Applications of Simulation‐based Learning -- Contemporary Applications of Medical Simulation -- Integrating Theory into Simulation-based Learning -- Simulation-based Instructional Design -- Designing a Simulation Activity -- Simulation Fidelity -- Limitations and Challenges in Medical Simulation -- Conclusions and Future Issues in Medical Simulation -- Acknowledgements -- References -- Further Reading -- Chapter 12 Work-based Learning -- Introduction -- The Changing Landscape of Medical Education and Training -- Work-based Learning Throughout a Medical Career -- Learning and Work -- Theorising Work-based Learning -- Work-based Learning and the Medical Curriculum -- Implications for the Clinical Teacher -- Challenges to Work-based Learning in Medical Education -- Leading the Way in Work-based Learning -- Conclusion -- Acknowledgements -- References -- Further Reading and Resources -- Chapter 13 Supervision, Mentoring, and Coaching -- Introduction -- What does Supervision Mean? -- What is Supervision For? -- Cases, Contexts, Careers: The Three Domains of Supervision -- Types of Supervision -- Conceptual Frameworks for Supervision -- Common Tensions in Supervision -- Raising the Profile of Supervision: Changing the Culture of Medicine -- Conclusions -- Acknowledgements -- References. |
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Chapter 14 Interprofessional Education -- Introduction -- Defining Interprofessional Education: The Importance of Pronouns -- The Rationale for Interprofessional Education for Collaborative Practice (IPECP) -- Can IPE make a Difference? Does it Work? -- The Diversity of Interprofessional Education -- Designing Effective Interprofessional Education -- The Perceived Relevance of the Learning Opportunity -- The Perceived Demands of the Learning Context -- Learning Spaces -- Interprofessional Education and the Curriculum -- Curriculum Alignment in an Era of Competency‐based Education -- Delivering Effective Interprofessional Education -- The Role of Facilitation -- Assessment and Interprofessional Education -- Conclusion -- References -- Further Reading -- Chapter 15 Patient Involvement in Medical Education -- Introduction -- Patients, Users, and Consumers -- Context of Patient Involvement -- Scope of Patient Involvement -- Levels of Patient Involvement -- Benefits and Disadvantages -- Theoretical Considerations -- Principles and Practice -- Simulated Patients -- Areas for Further Research -- Conclusion -- Acknowledgements -- References -- Further Resources -- Chapter 16 Learning Medicine With, From, and Through the Humanities -- Part 1: Why the Humanities in Medical Education? -- Part 2: How the Humanities are Incorporated in Medical Curricula -- Part 3: Searching for Impact: Where is the Evidence for the Humanities? -- Conclusion -- References -- Further Reading -- Chapter 17 The Development of Professional Identity -- Introduction -- Profession, Professionalism, and Professional Identity -- Teaching Medical Professionalism -- From Teaching Professionalism to Supporting Professional Identity Formation -- Personal and Professional Identity -- The Formation of a Professional Identity -- Factors Impacting on Socialisation. |
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The Response of Learners to Socialisation -- Implications for Medical Education -- Conclusion -- References -- Further Reading -- Chapter 18 Portfolios in Personal and Professional Development -- Introduction -- Diversity of Portfolios -- Portfolios for Monitoring and Planning Development -- Portfolios for Assessment -- Portfolios to Stimulate Reflection -- Conclusions -- Acknowledgement -- References -- Further Reading -- Chapter 19 Continuing Professional Development -- Introduction -- Self-directed Learning in Continuing Professional Development -- Competencies Across the Continuum of Medical Education -- Physician Professional Development and Maintenance of Certification -- Team-based CPD -- Conclusion -- Acknowledgement -- References -- Part 3 Assessment and Selection -- Chapter 20 How to Design a Useful Test: The Principles of Assessment -- Introduction -- What is Assessment? -- How to Choose the Best Approaches to Assessment -- Popular Assessment Instruments -- Computers in Assessment -- Combining Assessment Methods -- Standard Setting -- Future Directions -- Epilogue -- Acknowledgement -- References -- Chapter 21 Written Assessment -- Introduction -- Historical Background -- Assessment in the Programme -- Knowledge, Reasoning, and Written Assessment -- Formats of Written Assessment -- Formats using both Selected and Constructed Responses -- Computer-based Written Assessment -- Item Analysis -- Standard Setting for Written Assessment -- Summary -- References -- Chapter 22 Workplace Assessment -- Introduction -- A Framework for Assessment based on Observation -- Common Methods -- Portfolios -- Influence on Learning -- Faculty Development -- Challenges in Workplace‐based Assessment -- Emerging Discourses -- Future Research -- Conclusion -- Acknowledgements -- References -- Further Reading. |
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Chapter 23 Structured Assessments of Clinical Competence. |
| Note |
Unlimited number of concurrent users. UkHlHU |
| Alt author |
Forrest, Kirsty.
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O'Brien, Bridget C.
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| ISBN |
9781119373858 (electronic bk.) |
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