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Facilitating Learning in Healthcare [electronic resource].

By: Material type: Computer fileComputer filePublisher number: 9780853699545Publication details: London and Chicago : Pharmaceutical Press, 2011.ISBN:
  • 9780857110480
Subject(s): Genre/Form: Additional physical formats: Print version:: Facilitating Learning in HealthcareDDC classification:
  • 615.1
LOC classification:
  • RT71
Online resources:
Contents:
Cover; Title page; ULLA Pharmacy Series; Half title page; Copyright; Table of Contents; Preface; About the editor; Abbreviations; Contributors; 1 Introducing teaching and learning; Are you a teacher?; What is the role of a teacher?; How does teaching differ between the didactic and the experiential settings?; What are the benefits and challenges of teaching for those with little or no prior training or experience in this area?; Education as a discipline; How do we learn?; How do we teach?; The foundation of critical thinking; Learner-centred technologies
Examining our learning and our teachingHow can teaching and learning theories be used to improve your teaching?; What is a personal philosophy of teaching?; How do I prepare a philosophy of teaching?; How do you evaluate your personal philosophy of teaching?; Conclusion; References and further reading; Resources; 2 Developing course material; What is involved in course design?; Learning aims, objectives and outcomes; Learning aims; Learning objectives; Learning outcomes; How to write learning aims and outcomes; Are your learning outcomes SMART?; Your audience; Learning styles; Teaching styles
Health and safetyHints, tips and suggestions; Laboratories for clinical skills; The professional environment; Self-directed learning; eLearning; Learning management systems; Preparation; The value of elearning; What future is there for elearning?; How can I easily introduce elearning as a teaching strategy?; Lecture; Mentoring; Small group learning; Collaborative learning; Forums; Summary; References and further reading; A brief guide to notional hours; A guide to the role of social networking in education; More information on cooperative, active and problem-based learning
How to construct and use mind mapsFor more information on learning styles; For help writing a lesson plan; For more information on Fishbone diagrams and Gantt charts; For more information on the Bologna Declaration; 3 Teaching strategies and approaches to learning; Who gets credit for good results?; Educational perspectives; Teaching methods; Lecturing; Spicing up lectures; Discussions; Guest speakers; Case studies; Small group teaching; Brainstorming; Tutorials; Mentoring; Research projects; Workshops; Laboratory practicals; Why practicals?; Aims of practicals; The teaching team
Teaching and learning resourcesWho else needs to be involved with course design?; What are all these people going to do?; How do you want to teach your course?; Assessment of the learning outcomes; Planning your `To Do' list; Plagiarism; Summary; References and further reading; For more information on overall course design; All HEIs throughout the European Higher Education Area must conform to the requisite of the Bologna Agreement that all modules and programmes should be (re)written in terms of learning outcomes. This document provides extensive advice on how to do this
Ways to improve the use of visual aids and presentations
Summary: This practical and easy-to-read guide is designed for people from non-teaching backgrounds who have been asked to facilitate the learning process in the healthcare disciplines. It will enable new teachers, lecturers, assessors, tutors and facilitators to quickly and easily understand common educational concepts, to learn how to effectively assist learning, and to reflect and improve upon their own teaching practice.
Holdings
Item type Home library Call number Status Date due Barcode Item holds
Electronic Resource Electronic Resource UH Online Library Ebooks Not for loan
Total holds: 0

Enhanced descriptions from Syndetics:

Description based upon print version of record.

Cover; Title page; ULLA Pharmacy Series; Half title page; Copyright; Table of Contents; Preface; About the editor; Abbreviations; Contributors; 1 Introducing teaching and learning; Are you a teacher?; What is the role of a teacher?; How does teaching differ between the didactic and the experiential settings?; What are the benefits and challenges of teaching for those with little or no prior training or experience in this area?; Education as a discipline; How do we learn?; How do we teach?; The foundation of critical thinking; Learner-centred technologies

Examining our learning and our teachingHow can teaching and learning theories be used to improve your teaching?; What is a personal philosophy of teaching?; How do I prepare a philosophy of teaching?; How do you evaluate your personal philosophy of teaching?; Conclusion; References and further reading; Resources; 2 Developing course material; What is involved in course design?; Learning aims, objectives and outcomes; Learning aims; Learning objectives; Learning outcomes; How to write learning aims and outcomes; Are your learning outcomes SMART?; Your audience; Learning styles; Teaching styles

Health and safetyHints, tips and suggestions; Laboratories for clinical skills; The professional environment; Self-directed learning; eLearning; Learning management systems; Preparation; The value of elearning; What future is there for elearning?; How can I easily introduce elearning as a teaching strategy?; Lecture; Mentoring; Small group learning; Collaborative learning; Forums; Summary; References and further reading; A brief guide to notional hours; A guide to the role of social networking in education; More information on cooperative, active and problem-based learning

How to construct and use mind mapsFor more information on learning styles; For help writing a lesson plan; For more information on Fishbone diagrams and Gantt charts; For more information on the Bologna Declaration; 3 Teaching strategies and approaches to learning; Who gets credit for good results?; Educational perspectives; Teaching methods; Lecturing; Spicing up lectures; Discussions; Guest speakers; Case studies; Small group teaching; Brainstorming; Tutorials; Mentoring; Research projects; Workshops; Laboratory practicals; Why practicals?; Aims of practicals; The teaching team

Teaching and learning resourcesWho else needs to be involved with course design?; What are all these people going to do?; How do you want to teach your course?; Assessment of the learning outcomes; Planning your `To Do' list; Plagiarism; Summary; References and further reading; For more information on overall course design; All HEIs throughout the European Higher Education Area must conform to the requisite of the Bologna Agreement that all modules and programmes should be (re)written in terms of learning outcomes. This document provides extensive advice on how to do this

Ways to improve the use of visual aids and presentations

This practical and easy-to-read guide is designed for people from non-teaching backgrounds who have been asked to facilitate the learning process in the healthcare disciplines. It will enable new teachers, lecturers, assessors, tutors and facilitators to quickly and easily understand common educational concepts, to learn how to effectively assist learning, and to reflect and improve upon their own teaching practice.