Essential Skills for a Medical Teacher is a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors' extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels.
Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program.
Includes new coverage of "just-in-time" learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education.
Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping.
Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers.
Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students' or trainees' learning can be made more effective.
Expert ConsultT eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.
Significant developments will be highlighted throughout this revised edition including the case for 'just-in-time' learning, the concept of learning and technology not learning technology, the implementation in practice of competency based education, a fundamental rethink of assessment with programmatic assessment and the development of the role of the student and the patient as partners in the education process.
The text will be updated with recent references with regard to the importance of the teacher and educational concepts such as feedback and individualisation. Reference will be made to the role of the teacher as a scholar and professional as noted in the new book 'The eight roles of the Medical Teacher' where the themes are described in more detail. Outcome/competency based education has been an important development in medical education and this will be reflected in the new edition.
The section on addressing teaching and learning methods will be revised recognising developments in our understanding of the relation between learning and technology, the importance of the teacher's tool kit and the increasing options within it. The difference between individualised learning, personalised learning, personal learning and differentiated learning will be clarified.
The section on the curriculum will be maintained and will reflect developments in curriculum planning including curriculum mapping.
The final section on assessment will present the developments in the area including the closer integration of assessment into the education programme and the challenges of relating assessment to the competencies and outcomes as described in Section 2. The role of self-assessment will be emphasised.
Section 1 - Challenges you face as a teacher (Teaching responsibilities)
What is expected of you as a teacher at a time of change
Section 2 - Specifying what students should learn (Outcome-based education)
What is outcome or competency based education
Specifying the learning outcomes and competencies
Describing and communicating the learning outcomes and competencies
Twelve steps in establishing an outcome or competency based approach
Entrustable Professional Activities
Section 3 - Planning the curriculum (The Curriculum)
The authentic curriculum
Ten questions to ask when planning a curriculum
Sequencing curriculum content and the spiral curriculum
A student-centred approach and student engagement
Building learning around clinical problems and presentations
Using an integrated approach
Interprofessional education (IPE)
Clinical teaching in the curriculum
Information overload, the core curriculum and electives
The importance of the education environment
Mapping the curriculum
Section 4 - Helping the student to learn (The teacher's toolkit)
Selecting the teaching method
Using sound educational principles
Demonstrating passion for teaching
Teaching large groups
Learning in small groups
Facilitating Independent learning
Undertaking clinical teaching
Making use of simulation
Using peer and collaborative learning
Section 5 - Checking that the student has learned (Assessment)
Your institution's assessment PROFILE
Six questions to ask about assessment
Clinical and performance-based assessment
Assessment for admission to medicine and postgraduate training
Section 6 - Planning for the future
Evaluating the curriculum
Knowing what works and doesn't work
Bringing about change
The future of medical education