ABC of Learning and Teaching in Medicine

Description

ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education.

Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation.  The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learnersupervision.

Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators. 

Table of Contents

List of Contributors, vii

Preface, ix

Acknowledgements, xi

1 Becoming a Better Teacher, 1
Peter Cantillon

2 Educational Theory: An Overview, 7
Tim Dornan, Gerard J. Gormley and Sarah Yardley

3 Inquiry ]based Learning, 11
Inam Haq

4 Course Design, 15
Deborah Gill

5 Creating Educational Materials, 19
Vimmi Passi and Alan Dellow

6 Creating a Safe and Effective Learning Environment, 23
Jeremy Webb

7 Feedback in Medical Education: Skills for Improving Learner Performance, 29
Joan Sargeant and Karen Mann

8 Small ]Group Learning, 33
Gary D. Rogers and Peter M. Hamilton

9 Lectures, Lecturing and Learning, 39
Peter Cantillon

10 Simulation in Healthcare Education, 43
Jean Ker and Ben Shippey

11 Workplace Learning: Promoting Strengths, Addressing Weaknesses, 49
Pim W. Teunissen and Walter Eppich

12 Learner Supervision, 53
Ed Piele

13 Formative Assessment, 59
Diana F. Wood

14 Written Assessment, 65
Lambert W.T. Schuwirth and Cees P.M. van der Vleuten

15 Skill ]based Assessment, 71
Val Wass

16 Work ]based Assessment, 77
John Norcini and Eric Holmboe

17 Quality Assurance of Assessments, 81
Celia Taylor

18 Students in Difficulty, 85
Dason Evans and Jo Brown

19 Teaching and Learning Professionalism, 91
Rachel Morris and Hilary Neve

20 Social Media and Learning, 97
Natalie T. Lafferty and Annalisa Manca

21 The Mindful Clinician ]Teacher, 105
Stephen Liben

22 Evaluation, 109
Jill Morrison

Author Information

Peter Cantillon, Professor of Primary Care, Department of General Practice, National University of Ireland, Galway, Ireland

Diana Wood, Director of Medical Education and Clinical Dean, School of Clinical Medicine, University of Cambridge, Cambridge, UK

Sarah Yardley, Consultant in Palliative Medicine, Central & North West London NHS Foundation Trust and Honorary Lecturer, Marie Curie Palliative Care Research Department, University College London, London, UK