Essential skills for a medical teacher: an introduction to teaching and learning in medicine

This book is designed as an introduction to medical education and is aimed atall teachers in medicine who are actively engaged in the undergraduate, postgraduate or continuing education fields. A medical school or training institution's greatest assets are arguably its teachers. This book expresses the view that all healthcare professionals have the potential of being good teachers andthat teaching well is more fun and satisfying than teaching poorly. Poor teachers can become good teachers and good teachers can become excellent teachers.This book is aimed at the individual teacher, clinical supervisor, dean or course organiser and will enable teachers or trainers to fulfil their responsibilities and achieve their full potential. INDICE: Section 1 The roles and competencies of a 'good' teacher 1 What isa good teacher? 2 Understanding basic educational principles 3 Being an enthusiastic and passionate teacher 4 Knowing what works best 5 Checking your performance as a teacher and keeping up-to-date Section 2 Learning outcomes and outcome-based education 6 The need for an outcome-based approach 7 Specifying learning outcomes and competencies 8 Describing and communicating the learning outcomes 9 Implementing an outcome-based approach in practice Section 3 Organising the learning programme 10 What constitutes a curriculum? 11 Ten questions to ask when planning a curriculum 12 Sequencing the content and the spiral curriculum 13 Adopting a student-centred approach 14 Building learning around problems and clinical presentations 15 Using an integrated and inter-professional approach 16 Making the apprenticeship model and work-based learning more effective 17 Building options into a core curriculum 18 Recognising the importance of the education environment 19 Mapping the curriculum Section 4 Facilitating learning 20 The teacher's toolkit 21 The lecture and teaching with large groups 22 Learning in small groups 23 Independent learning 24 Teaching and learningin the clinical context 25 Simulation of the clinical experience 26 E-learning 27 Peer and collaborative learning Section 5 Assessing the progress of the learner 28 Six questions to ask about assessment 29 Written and computer-based assessment 30 Clinical and performance-based assessment 31 Portfolio assessment 32 Assessment for admission to medicine and postgraduate training 33 Evaluating the curriculum Section 6 Today's teacher and tomorrow's doctors 34 The changing role of the teacher Further reading Appendices

• ISBN: 978-0-7020-4582-0
• Editorial: Churchill Livingstone
• Encuadernacion: Rústica
• Páginas: 272
• Fecha Publicación: 30/06/2012
• Nº Volúmenes: 1
• Idioma: Inglés