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

Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers...

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Bibliographic Details
Other Authors: Laidlaw, Jennifer M
Format: Book
Language:English
Published: Edinburgh, UK Elsevier 2012
Edition:1st ed.
Subjects:
Education, Medical > methods
Teaching > methods
Medical education
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Table of Contents:
  • Section 1. The roles and competences of a "good" teacher
  • 1. What is a good teacher?
  • 2. Understanding basic educational principles
  • 3. Being an enthusiastic and passionate teacher
  • 4. Knowing what works best. * Checking your performance as a teacher and keeping up-to-date
  • Section 2. Defining Learning outcomes
  • 5. The need for an outcome-based approach
  • 6. Specifying learning outcomes and competencies
  • 7. Describing and communicating the learning outcomes
  • 8. Implementing an outcome-based approach in practice
  • Section 3. Organising the learning programme
  • 9. What constitutes a curriculum
  • 10. Ten questions to ask when planning a curriculum
  • 11. Sequencing the content and the spiral curriculum
  • 12. Adopting a student-centred approach
  • 13. Building learning around problems and clinical presentations
  • 14. Using an integrated and inter-professional approach
  • 15. Making the apprenticeship model and work-based learning more effective
  • 16. Building options into a core curriculum
  • 17. Recognising the importance of the education environment
  • 18. Mapping the curriculum
  • Section 4. Facilitating learning
  • 19. The teachers toolkit
  • 20. The lectures and teaching with large groups
  • 21. Learning in small groups
  • 22. Independent learning
  • 23. Teaching and learning in the clinical context
  • 24. Simulation of the clinical experience
  • 25. E-learning
  • 26. Peer teaching and collaborative learning.
  • Section 5. Assessing the progress of the learner
  • 27. Six key questions to ask about assessment
  • 28. Written and computer-based assessment
  • 29. Clinical and performance-based assessment
  • 30. Portfolio assessment 31. Assessment for admission to medicine and postgraduate training
  • 32.Evaluating the curriculum
  • Section 6. Today's teacher and tomorrow's doctors * The Changing Role of the Teacher Further reading Appendices

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