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An Introduction to Medical Teaching [electronic resource].

By: Contributor(s): Material type: Computer fileComputer filePublisher number: 9789048136407Publication details: Dordrecht : Springer, 2010.ISBN:
  • 9789048136414
Subject(s): Genre/Form: Additional physical formats: Print version:: An Introduction to Medical TeachingDDC classification:
  • 610.711
LOC classification:
  • R735.I59 2010
Online resources:
Contents:
Preface; Contents; Contributors; 1 Facilitating Student Learning; Key Terms; Role of Learners; Role of the Teacher; Writing Objectives objectives, Developing Strategies, and Designing Assessment Plans; Role of Learning Activities; Role of Feedback and Assessment; The Learning Environment; Take Home Points; References; For Further Reading; 2 Teaching Large Groups; Creating an Environment that Supports Learning; Developing a Large Group Presentation; Context; Purpose of the Presentation; Development of the Content; Heart Failure Drugs; Development of the Lecture Plan
PBL ProblemsStudent Groups; Small Group Facilitator; PBL Process; Grading Student Performance; Resources; Summary; References; 5 Team-Based Learning; TBL Fundamentals; A TEAM Versus a Small Group; TBL Stages; Student Preparation; Readiness Assurance; Application; More About the Four S's; Essential TBL Principles; Team Formation and Maintenance; Student Accountability and Incentive; Real-Time Feedback; Team Development and Peer-Teaching; Proof of Usefulness of TBL for Student Success and Student Satisfaction; References; Web Pages; 6 Teaching Clinical Skills
Planning for Teaching Clinical SkillsOrienting Students to Facilitate Clinical Teaching; Selecting Patients for Clinical Teaching; Teaching During the Clinical Encounter; Using Questions and Feedback to Enhance Clinical Reasoning; The METRC Model for Case-Based Teaching; Teaching the Student to ''Prime the Preceptor''; Teaching in the Patient's Presence; Teaching Through ''Active Observation''; The ''Two-Minute Observation''; Special Considerations for Teaching Physical Examination Skills; Special Considerations for Teaching Procedural Skills
Preparing for the Small Group SessionLeading the Small Group Session; Attributes of an Effective Small group Teacher; Conditions for an Effective Small Group Session; Understanding Group Dynamics; Small Group Discussion Methods; Variations in Small Group Teaching; Small Group Teaching and Technology; Evaluation of Small Group Participation and Learning; Evaluation of Small Group Teaching; Informal Evaluation; Formal Evaluation; References; For Further Reading; 4 Problem-Based Learning; Definition of PBL; Introducing PBL into the Curriculum; Curriculum and Course Design; PBL Definitions
Presenting a Large Group SessionPlanning the Beginning and the End; Projecting Enthusiasm; Pacing and Density of Content; Attention Span vs. Lecture Length; Getting Feedback; Handouts; Audiovisual Materials; Active Learning Methods in the Lecture Hall; Lecture Respites; Small Group Activities; Classroom Survey Techniques; Two-Minute Paper; Games; Team-Based Learning; A Final Word; References; 3 Teaching in Small Groups; Reasons for Teaching in Small Groups; Definition of Small Group Teaching; Active Participation; Purposeful Activity; Face-to-Face Contact
The --Final-- Step in Clinical Teaching -- Giving Constructive Feedback
Summary: Few faculty members in academic medical centres are formally prepared for their roles as teachers. This work is an introductory text designed to provide medical teachers with the core concepts of effective teaching practice and information about innovations for curriculum design, delivery, and assessment. It offers brief, focused chapters with content that is easily assimilated by the reader. Topics are relevant to basic science and clinical teachers, and the work does not presume readers possess prerequisite knowledge of education theory or instructional design. The authors emphasize applicat
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Enhanced descriptions from Syndetics:

Description based upon print version of record.

Preface; Contents; Contributors; 1 Facilitating Student Learning; Key Terms; Role of Learners; Role of the Teacher; Writing Objectives objectives, Developing Strategies, and Designing Assessment Plans; Role of Learning Activities; Role of Feedback and Assessment; The Learning Environment; Take Home Points; References; For Further Reading; 2 Teaching Large Groups; Creating an Environment that Supports Learning; Developing a Large Group Presentation; Context; Purpose of the Presentation; Development of the Content; Heart Failure Drugs; Development of the Lecture Plan

PBL ProblemsStudent Groups; Small Group Facilitator; PBL Process; Grading Student Performance; Resources; Summary; References; 5 Team-Based Learning; TBL Fundamentals; A TEAM Versus a Small Group; TBL Stages; Student Preparation; Readiness Assurance; Application; More About the Four S's; Essential TBL Principles; Team Formation and Maintenance; Student Accountability and Incentive; Real-Time Feedback; Team Development and Peer-Teaching; Proof of Usefulness of TBL for Student Success and Student Satisfaction; References; Web Pages; 6 Teaching Clinical Skills

Planning for Teaching Clinical SkillsOrienting Students to Facilitate Clinical Teaching; Selecting Patients for Clinical Teaching; Teaching During the Clinical Encounter; Using Questions and Feedback to Enhance Clinical Reasoning; The METRC Model for Case-Based Teaching; Teaching the Student to ''Prime the Preceptor''; Teaching in the Patient's Presence; Teaching Through ''Active Observation''; The ''Two-Minute Observation''; Special Considerations for Teaching Physical Examination Skills; Special Considerations for Teaching Procedural Skills

Preparing for the Small Group SessionLeading the Small Group Session; Attributes of an Effective Small group Teacher; Conditions for an Effective Small Group Session; Understanding Group Dynamics; Small Group Discussion Methods; Variations in Small Group Teaching; Small Group Teaching and Technology; Evaluation of Small Group Participation and Learning; Evaluation of Small Group Teaching; Informal Evaluation; Formal Evaluation; References; For Further Reading; 4 Problem-Based Learning; Definition of PBL; Introducing PBL into the Curriculum; Curriculum and Course Design; PBL Definitions

Presenting a Large Group SessionPlanning the Beginning and the End; Projecting Enthusiasm; Pacing and Density of Content; Attention Span vs. Lecture Length; Getting Feedback; Handouts; Audiovisual Materials; Active Learning Methods in the Lecture Hall; Lecture Respites; Small Group Activities; Classroom Survey Techniques; Two-Minute Paper; Games; Team-Based Learning; A Final Word; References; 3 Teaching in Small Groups; Reasons for Teaching in Small Groups; Definition of Small Group Teaching; Active Participation; Purposeful Activity; Face-to-Face Contact

The --Final-- Step in Clinical Teaching -- Giving Constructive Feedback

Few faculty members in academic medical centres are formally prepared for their roles as teachers. This work is an introductory text designed to provide medical teachers with the core concepts of effective teaching practice and information about innovations for curriculum design, delivery, and assessment. It offers brief, focused chapters with content that is easily assimilated by the reader. Topics are relevant to basic science and clinical teachers, and the work does not presume readers possess prerequisite knowledge of education theory or instructional design. The authors emphasize applicat