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.
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 first edition of this book was written with the aim of helping workers in the continuing medical education (CME) arena fulfill their responsibility to provide needed information to practicing physicians. Its purpose was to supply fundamental tools for CME providers to use in planning and carrying out their daily work. It was intended to be a standard guide--a reference manual--that would be useful not only in the mechanics of producing a single program but also in organizing and operating a CME department on an ongoing basis. There is anecdotal evidence from all over North America that this primer has become a valuable aid to CME workers in the many locations--medical schools, professional associations, hospitals, specialty societies, industry--where the daily activities of CME are carried out.
This second edition is divided into six parts. The first introduces the subject, looking at it in terms of its history, its current condition, and the major role played in its conduct by the voluntary accreditation system. The second discusses, with suitable theoretical underpinnings, the principles of adult education and how they apply practically to CME. The third and fourth parts turn to the operational aspects of CME, first in how to establish and manage a CME office in various locations, and then relating to such general subjects as marketing, planning meetings, using the medical library, using the general resources available, and the special relationship between CME and industry. The fifth section focuses on the individual learner, including the role of peer review in identifying learning needs, both for the average physician learner and the special physician learner whose competence is under question. The final part offers a glimpse down the road both in terms of CME (its ethical aspects) and the science of CME (the use of informatics technology), as well as its general prognosis.
In six main sections written by 36 expert contributors, this eminently practical text covers most everything that academic faculty members do: Getting Started -- Approaching a career in academic psychiatry, including key attributes of faculty members and strategies for academically oriented residents in psychiatry, women and minorities, and psychologists and other health professionals Getting There -- Preparing effective curriculum vitaes, interviewing for academic positions, and evaluating offers Once You're There -- Managing your time, creating and understanding budgets, aligning your goals with those of colleagues/department/institution, understanding and preparing for the process of academic promotion, negotiating with the chairperson, and developing ethics skills Becoming an Educator -- Giving difficult feedback, teaching in small groups, writing test questions, conducting assessments, and writing letters of recommendation Developing Your Academic Skills -- Conducting research, evaluating clinical research studies, publishing manuscripts, being a manuscript reviewer, navigating the grant application process, and approaching research, evaluation, and continuous quality improvement projects Continuing to Grow Professionally -- Getting and maintaining certification, being a good mentor and colleague, networking, and creating a positive early career environment
Written for a broad audience, from academic psychiatrists and psychologists, medical physicians, and private practice teachers to residents/fellows, medical students, department chairs, and deans, the unique Handbook of Career Development in Academic Psychiatry and Behavioral Sciences offers helpful illustrations and extensive references, worksheets, and web resources to prepare psychiatrists and other mental health professionals for fulfilling, successful careers in both private practice and academia.
Quite simply, Handbook of Career Development in Academic Psychiatry and Behavioral Sciences has earned its place among the core texts for faculty development courses in psychiatry and medicine.
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.
Following the introductory section, which provides important background information, the book’s contents are organized into 4 sections that correspond to the core needs and interests of EM educators: Section 2 focuses on practical and ethical considerations of teaching in the ED; Section 3 provides strategies for teaching specific groups of learners; Section 4 looks at the skills that are characteristic of the best EM educators; and Section 5 looks indepthly at specific teaching techniques and strategies.
Now more than ever this book addresses the needs of physician educators from all over the world. New chapters discuss lecturing to an international audience; using simulation as a teaching tool; how to make journal club work for you, and other topics that are of broad interest to medical educators in this field. In general, each chapter has been updated and reviewed to make sure the content was something that emergency physician educators could use in any country .
The chapter contributors are widely regarded as leaders in the field of emergency medicine education and faculty development. Authors were given free rein to develop their chapters and write in their own style. They were asked to present their personal views on how to successfully teach the art of emergency medicine, rather than review evidence-based guidelines regarding medical education. As a result, most of the chapters have few references. This first-person approach to a multi-authored textbook yields a compilation that varies in style from chapter to chapter and exposes the reader to a variety of communication techniques.