Chapters were written by leaders in medical education and research who draw upon extensive professional experience and the literature on best practices in education. Although designed for teachers, the work reflects a learner-centred perspective and emphasizes outcomes for student learning. The book is accessible and visually interesting, and the work contains information that is current, but not time-sensitive. The work includes recommendations for additional reading and an appendix with resources for medical education.
This book provides practical guidance to plan, organize, and run a teaching skills program for medical residents. Readers will find that Part Two offers exact materials for course use, including modules for use with pediatric residents, teaching clinical procedures, works rounds, and role play, plus evaluation forms that can be used as written or customized to fit a particular program.
An award-winning clinician-teacher, Helen M. Shields has spent her career training future doctors, researchers, and medical school instructors. Here she shares classroom-tested methods for developing, implementing, and evaluating effective curricula for medical students. Shields's five steps emphasize
• extensive behind-the-scenes preparation, with a focus on visualizing both one's own performance and the desired student feedback• clear and logical presentations that match the material being taught• controlled exploration of topics through prepared questions and management of group dynamics• reinforcement of important concepts throughout the teaching session• a five-minute summary of take-home points
Shields's easy-to-follow guide discusses what teachers should do—and what they should not do. She provides pertinent beginning-of-chapter questions, sample teaching materials, tips for last-minute assignments, and other pearls of wisdom. Shields also describes the methods of dynamic and effective instructors, offers a step-by-step approach to preparation and presentation, and relates proven ways to address a variety of expected and unexpected situations.
Innovative and practical, A Medical Teacher’s Manual for Success is an essential resource for medical school faculty members who want to teach well.
The contents offer valuable insights into all important aspects of medical education today.A leading educationalist from the USA joins the book’s editorial team.
The continual emergence of new topics is recognised in this new edition with nine new chapters: The role of patients as teachers and assessors; Medical humanities; Decision-making; Alternative medicine; Global awareness; Education at a time of ubiquitous information; Programmative assessment; Student engagement; and Social accountability.
An enlarged group of authors from more than 15 countries provides both an international perspective and a multi-professional approach to topics of interest to all healthcare teachers.
"Educating Physicians provides a masterful analysis of undergraduate and graduate medical education in the United States today. It represents a major educational document, based firmly on educational psychology, learning theory, empirical studies, and careful personal observations of many individual programs. It also recognizes the importance of financing, regulation, and institutional culture on the learning environment, which suffuses its recommendations for reform with cogency and power. Most important, like Abraham Flexner's classic study a century ago, the report recognizes that medical education and practice, at their core, are profoundly moral enterprises. This is a landmark volume that merits attention from anyone even peripherally involved with medical education." —Kenneth M. Ludmerer, author, Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care
"This is a very important book that comes at a critical time in our nation's history. We will not have enduring health care reform in this country unless we rethink our medical education paradigms. This book is a call to arms for doing just that." —George E. Thibault, president, Josiah Macy, Jr. Foundation
"The authors provide us with the evidence-based model for physician education with associated changes in infrastructure, policy, and our roles as educators. Whether you agree or not with their conclusions, if you are a teacher this book is a must-read as it will frame both what and how we discuss medical education throughout the current century." —Deborah Simpson, associate dean for educational support and evaluation, Medical College of Wisconsin
"A provocative book that provides us with a creative vision for medical education. Using in-depth case studies of innovative educational practices illustrating what is actually possible, the authors provide sage advice for transforming medical education on the basis of learning theories and educational research." —Judith L. Bowen, professor of medicine, Oregon Health & Science University
Guidelines that apply across the medical education spectrum allow you to implement the book’s methods in any educational situation.New chapters on high-quality assessment of clinical reasoning and assessment of procedural competence, as well as a new chapter on practical approaches to feedback.
Reorganized for ease of use, with expanded coverage of Milestones/Entrustable Professional Assessments (EPAs), cognitive assessment techniques, work-based procedural assessments, and frameworks.
The expert editorial team, renowned leaders in assessment, is joined by global leader in medical education and clinical reasoning, Dr. Steven Durning.
Remediation in Medical Education: A Mid-Course Correction describes practical stepwise approaches to remediate struggling learners in fundamental medical competencies; discusses methods used to define competencies and the science underlying the fundamental shift in the delivery and assessment of medical education; explores themes that provide context for remediation, including professional identity formation and moral reasoning, verbal and nonverbal learning disabilities, attention deficit disorders in high-functioning individuals, diversity, and educational and psychiatric topics; and reviews system issues involved in remediation, including policy and leadership challenges and faculty development.