Start Over Please hold this item Export MARC Display Return To Browse
 
     
Limit search to available items
Record 5 of 6
Record: Previous Record Next Record
Author Swanwick, Tim.
Title Understanding Medical Education : evidence, theory and practice / Tim Swanwick.
Publisher Newark : John Wiley & Sons, Incorporated, 2019.
Copyright date ©2018.
Edition 3rd ed.



Descript 1 online resource (601 pages)
Content text txt
Media computer c
Carrier online resource cr
Edition 3rd ed.
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?.
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.
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.
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.
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.
Chapter 23 Structured Assessments of Clinical Competence.
Note Unlimited number of concurrent users. UkHlHU
ISBN 9781119373858 (electronic bk.)
Click on the terms below to find similar items in the catalogue
Author Swanwick, Tim.
Alt author Forrest, Kirsty.
O'Brien, Bridget C.
Descript 1 online resource (601 pages)
Content text txt
Media computer c
Carrier online resource cr
Edition 3rd ed.
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?.
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.
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.
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.
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.
Chapter 23 Structured Assessments of Clinical Competence.
Note Unlimited number of concurrent users. UkHlHU
ISBN 9781119373858 (electronic bk.)
Author Swanwick, Tim.
Alt author Forrest, Kirsty.
O'Brien, Bridget C.

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?.
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.
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.
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.
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.
Chapter 23 Structured Assessments of Clinical Competence.
Note Unlimited number of concurrent users. UkHlHU
Alt author Forrest, Kirsty.
O'Brien, Bridget C.
ISBN 9781119373858 (electronic bk.)

Links and services for this item: