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دانلود کتاب راهنمای عملی برای مدرسان پزشکی A Practical Guide for Medical Teachers 5th Edition

1. مشخصات کلی کتاب ارائه شده
   	نوع فایل	PDF
   	تعداد صفحات	426 صفحه
   	شابک	ISBN: 0702068918 ISBN-13: 978-0702068911
   	نویسندگان	John Dent, Ronald M Harden , Dan Hunt
   	حجم فایل	5 MB
   	زبان کتاب	انگلیسی
   	سال ویرایش/انتشار	ویرایش پنجم - 2017
   	قیمت کتاب در سایت اصلی و خارجی	74دلار
   	مزایای و وجه تمایز این کتاب	این کتاب %100 اورجینال بوده و با ضمانت فروخته می شود.
   	توضیحات	فايل کتاب فوق، با کيفيت عالي و قابل اجرا و انتقال بر روي کامپيوتر، تبلت و موبايل مي باشد. امکان جستجو و کپي متن و همچنين ذخيره تصاوير از ديگر ويژگي هاي اين محصول مي باشد.

توضیحات کتاب:

• This highly regarded book recognises the importance of educational skills in the delivery of quality teaching in medicine.
• 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.

Contents: فهرست فصول

Section 1 Curriculum Development
Chapter 1 New horizons in medical education
Summary
References
Chapter 2 Curriculum planning and development
Introduction
What is a curriculum?
Summary
References
Chapter 3 The undergraduate curriculum
Introduction
Forces shaping the curriculum
Critical components of the undergraduate medical education programme as they relate to the continuum of medical education
Summary
References
Chapter 4 Postgraduate medical education
Introduction
Functions of PGME and postgraduate trainees in a healthcare system
Transitions in PGME
Models of PGME
Teaching, learning and assessment in PGME
External assessment in PGME: summative, certification
PGME quality, accreditation and CQI
Controversies in PGME
The future of PGME
Summary
References
Chapter 5 Continuing professional development
Background
How clinicians learn
Assessment and evaluation
Summary
References
Chapter 6 The hidden curriculum
Historical context
Definitions and metaphors
Applications: exploring/assessing the hidden curriculum
Student mistreatment: a case study in applying the HC lens
Summary
References
Section 2 Learning Situations
Chapter 7 Lectures
Lectures in medical teaching
Pros and cons of lectures as a primary learning event
Learning in a lecture environment
Organizing a lecture
Teaching materials
Active learning in the lecture hall
The flipped classroom
Summary
References
Chapter 8 Learning in small groups
What is a small group?
When to use small groups?
How to effectively conduct a small-group teaching session
Evaluating (assessing) the small-group session
Evaluation of small-group teaching and participation
Summary
Further information
Chapter 9 Learning with patients
Introduction
The ‘learning triad’
Educational strategies for bedside teaching
Strategies for inpatients
Strategies for outpatients
Educational strategies applicable to all clinical settings
Hospital ward opportunities – models for managing learning in the ward
Ambulatory care opportunities
Assessment of bedside learning
Staff development
Summary
References
Chapter 10 Learning in the community
Introduction
What is community-based medical education?
Goals of CBME
Practical principles for successful CBME
Summary
References
Further reading
Chapter 11 Learning in rural and remote locations
Introduction
Before the learner arrives
The first day
During the rotation
Assessment and wrap-up
Troubled and troubling learners
Summary
Acknowledgements
References
Chapter 12 Learning in longitudinal integrated clerkships
Introduction
Definition
History
Rationale
Model types
Strengths of LICs
Challenges of LICs
Future visions
Summary
References
Chapter 13 Learning in a simulated environment
Introduction
Background
Simulation as design
Simulated patients
Simulated patient methodology and trends in medical education
Fundamental concepts in simulated patient methodology
Discourses of clinical competence
Scope of SP practice
Hybrid simulations
Patients’ voices
Qualities of simulated patients
Supporting simulated patients in role portrayal and feedback
Simulation technology
Hybrid simulators
Current and future trends
Simulation in the twenty-first century
Summary
References
Further reading and resources
Chapter 14 Distance education
Before you begin …
Introduction to the course
What is distance learning?
Technology and distance learning
Feedback
The structure of a distance learning text
Feedback
Providing students with feedback on learning
Blending different elements of the course
Managing clinical attachments by distance learning
Feedback
The student’s learning experience
Managing distance learning
Development of distance learning courses (Table 14.11)
Quality assurance in distance learning
Feedback
Conclusion
References
Further reading
Section 3 Educational Strategies and Technologies
Chapter 15 Outcome-based education
A move from process to product
The trend towards OBE
Why the move to OBE?
Implementation of OBE
Implementing OBE
Myths about OBE
Summary
References
Chapter 16 Integrated learning
Introduction
Some definitions
Rationale for integrated learning
Strategies for integrated learning
Barriers to integrated learning
Integrated student assessment
Summary
References
Chapter 17 Interprofessional education
Definitions
History
The rationale for IPE
Curriculum development
Learning activities
Assessment
Post-qualification
Impact and effectiveness of IPE
Faculty development for IPE
Overcoming challenges
Summary
References
Chapter 18 Problem-based learning
Perspectives in problem-based learning
Creating PBL courses: a systems perspective
Writing PBL cases
Running PBL small groups
Faculty as tutor
Evaluating PBL session outcomes
PBL controversies
Outcomes of PBL courses
Reasons to consider using a PBL approach
General disadvantages of small-group learning
Specific disadvantages of PBL as a learning format
Issues with PBL as an educational methodology
Issues with students
Issues with tutors
Active learning beyond the PBL format – expanding the educator toolbox
Summary
Reference
Further reading
Chapter 19 Team-based learning
What is team-based learning?
How does TBL work?
What does a TBL session look like?
What are the ingredients for a successful TBL module?
Why does TBL work?
What can go wrong with TBL?
Is TBL worth the effort?
Summary
References
Online resources
Chapter 20 Using digital technologies
Introduction
The digital technology repertoire
Using technology in medical education
Why use digital technology?
Technology and instructional design
Mobile technologies
Preparing for e-health
Hidden curriculum and digital technologies
Digital professionalism
The role of the medical e-teacher
Summary
References
Further reading
Chapter 21 Instructional design
Introduction
The ADDIE model
The universe of ID models
Examples of ID models
Summary
References
Section 4 Curriculum Themes
Chapter 22 Basic sciences and curriculum outcomes
Introduction
The changing medical curriculum
Authentic learning in basic science courses
The active learning environment
Use of reflective practice, critical thinking and clinical reasoning
Innovations in teaching basic sciences
Basic science integration throughout the curriculum
Nontraditional discipline-independent skills
Learning basic science outside curricular structure
Summary
References
Chapter 23 Social and behavioural sciences in medical school curricula
Introduction
Why are the social and behavioural sciences important in medicine?
What topics should be included in the curriculum?
Where and when should SBS be presented in the curriculum?
Who should do the teaching design and delivery?
How can SBS be learnt, taught and assessed?
Assessment
How do we implement an SBS curriculum?
Summary
References
Further reading
Chapter 24 Clinical communication
Introduction
Using role play
The wider context
Professionalism
Assessment
Conclusion
References
Relevant websites
Teaching resources available online
Support for the international doctor
Chapter 25 Ethics and attitudes
Introduction
Critical challenges
Undergraduate education
Assessment of ethical and professional attitudes
The special nature of attitudes
Consistent expectations
Summary: effecting culture shift
References
Chapter 26 Professionalism
Introduction
Defining professionalism
Setting expectation: agreeing a framework for professionalism
Developing a culture of professionalism: role modelling and the hidden curriculum
Digital professionalism
Educating faculty on social media
Assessing professionalism
Summary
References
Chapter 27 Evidence-based medicine
Introduction
Approaches to teaching EBM
Timing of EBM
EBM instructors
Learning resources for EBM
EBM assessment
Future directions for EBM teaching
Summary
References
Chapter 28 Patient safety and quality of care
Introduction
Introduction to patient safety, the tragedy of preventable harm
New competencies and patient safety
Reporting and learning from adverse events and close calls
Establishing the just culture
Teamwork skills and a deeper understanding of human factors
Introduction to health care quality
Teaching healthcare quality and patient safety
Strategies for teaching quality and safety
Assessment and evaluation
Challenges that are somewhat unique to establishing a patient safety and healthcare quality educational programme
Summary
References
Chapter 29 Medical humanities
Introduction
What are the medical humanities?
How do the medical humanities contribute to medical education?
What educational approaches are useful in medical humanities?
Curriculum structure
Content and delivery
What are some practical considerations and challenges?
Summary
Acknowledgement
References
Chapter 30 Integrative medicine in the training of physicians
Introduction
Integrative medicine in undergraduate medical education
Clerkships
Integrative medicine in graduate medical education
Summary
References
Chapter 31 Global awareness
Introduction
The rationale for global awareness
Understanding the global health agenda for medical education
Integrating activities and resources for global awareness
Global health training starts by understanding local health issues
Assessment
Preparing students for international experiences and electives
Faculty development for global awareness
Ethical issues and international electives
Summary
References
Chapter 32 Medical education in an era of ubiquitous information
Ubiquitous information
Data, information, knowledge
Healthcare in the digital age (and biomedical knowledge in the cloud)
The digital native learner
Three key competencies at a time of ubiquitous information and educational strategies to support the digital learner
Demonstration and assessment of metacognition
Information retrieval and the ability to form an appropriate question
Evaluating and weighing evidence to make decisions; recognizing patients and interprofessional colleagues as additional sources of information
Summary
References
Section 5 Assessment
Chapter 33 Concepts in assessment including standard setting
Measurement theories
Types of assessment
Qualities of a good assessment
Score interpretation
Score equivalence
Standards
Blueprints
Self-assessment
Objective versus subjective assessments
All assessment requires judgement
Summary
References
Chapter 34 Written assessments
Introduction
Question format
Quality control of items
Response formats
Stimulus formats
Summary
References
Further reading
Chapter 35 Performance and workplace assessment
Introduction
Choosing the right assessment
Assessments of clinical competence
Assessing performance in the workplace
Outstanding issues in performance assessment
Summary
References
Chapter 36 Portfolios, projects and theses
Introduction
The objectives and contents of portfolios
Electronic portfolios
Success factors for portfolios
Portfolio assessment
Thesis and project circle
Summary
References
Chapter 37 Feedback, reflection and coaching
Introduction
Competency-based education
Description of the curriculum model
Feedback
Reflection
Coaching
Summary
References
Chapter 38 The assessment of attitudes and professionalism
Why assess attitudes and professionalism? Setting the boundaries
What do we mean by professionalism? Agreeing the definition
When should professionalism be assessed?
How should professionalism be assessed?
Tools across the continuum – a portfolio of professionalism
Summary
References
Chapter 39 Programmatic assessment
Introduction
The traditional approach
Programmatic assessment
An example
Implementing programmatic assessment
Summary
References
Section 6 Staff
Chapter 40 Staff development
Introduction
Common practices and challenges
Designing a staff development programme
Summary
References
Chapter 41 Academic standards and scholarship
Introduction
Double standard: research, patient care and teaching
Professionalizing teaching
Broadening the definition of scholarship
Criteria for scholarship in teaching and education
Recognizing and evaluating a scholarly approach to teaching and educational scholarship
Increasing support for a scholarly approach to teaching and educational scholarship
Leadership: promoting the scholarship of teaching
Adaptive action: leadership for scholarship
Summary
References
Section 7 Students
Chapter 42 Student selection
Introduction
Why select?
The limits of selection
Which are the canonical traits in selection?
Methods and process of selection
The costs of selection
Routine monitoring of selection
Widening access
Studying selection and learning from research
Summary
References
Chapter 43 Student support
Supporting student learning
Supporting student mental and physical wellbeing
Providing other support services
Creating a comprehensive student services system
Summary
References
Chapter 44 Student engagement in learning
Expertise
Mastery
Addressing our expert blind spot and developing student mastery
Contextual learning and thinking
Strategies for developing medical students’ contextual thinking
Student engagement in the management of the learning environment
Summary
References
Chapter 45 Peer-assisted learning
Introduction
Defining PAL
PAL and collaborative learning
Theoretical basis for PAL
Evidence for PAL
Potential disadvantages and concerns about PAL
Components and choices in PAL
Applications and examples of PAL in healthcare education
Conclusions
Summary
References
Section 8 Medical School
Chapter 46 Understanding medical school leadership
Where and how decisions are influenced in complex organizations
Relationships with the medical school departments
Relationships with the clinical learning sites
Relationship with the graduate medical education programmes
Relationship with the research institutes and research centres
Relationships with the parent university administration
Summary
References
Chapter 47 Medical education leadership
Introduction
The ‘leadership triad’
Our current understanding of medical education leadership
Leadership theory and practice
Personal qualities and attributes
Leadership is context dependent
Leading groups and teams
A systems perspective
Summary
References
Additional reading
Chapter 48 The medical teacher and social accountability
Introduction
The concept of social accountability of medical schools
Medical teachers and social accountability
Medical teachers comprehensive roles in socially accountable medical schools
Practical examples of medical teacher social accountability
Research
Summary
References
Further reading
Chapter 49 The educational environment
Introduction
What is the educational environment?
The person level
The group level
The organization level
The community and society levels
How is the educational environment measured?
Teaching with the educational environment in mind
Summary
References
Chapter 50 Medical education research
Quantitative and qualitative research
Mixed-methods research
Reflection
Building capacity
Funding
Summary
References
Index