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Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need.
The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline.
Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.
Kieran Walsh, Clinical Director, BMJ Learning, London, UK
Dr Kieran Walsh is Clinical Director of BMJ Learning - the education service of the BMJ Group. He is responsible for the editorial direction of BMJ Online Learning, BMJ Masterclasses and BMJ onExamination. He has written over 200 articles for publication - mainly in the field of medical education. He has previously written two books - the first on cost and value in medical education and the second a dictionary of medical education quotations. He has worked in the past as a hospital doctor - specialising in care of the elderly medicine and neurology.
Table of Contents
Part 1 Introduction 1. Introduction Part 2 Curriculum 2. Curriculum design in context 3. Problem-based learning 4. Interprofessional education: learning together in health and social care 5. Student choice in the undergraduate curriculum: student-selected components 6. Integrated learning 7. Instructional design for medical education 8. Using concept maps in medical education 9. Creating the learning environment Part 3 Identities 10. Identities, self and medical education 11. Personality and medical education 12. Medical education and its context in society Part 4 Delivery 13. Small group learning 14. Large group teaching 15. E-learning 16. Simulation-based medical education 17. Simulated patients in medical education 18. Work-based learning 19. Learning in ambulatory care 20. The humanities in medical education 21. Study skills Part 5 Supervision 22. Educational supervision 23. Mentoring 24. Professionalism 25. The resident as teacher 26. Students learning to teach 27. Patient involvement in medical education Part 6 Stages 28. Undergraduate medical education 29. Postgraduate medical education 30. Continuous professional development 31. Remediation 32. Transitions in medical education Part 7 Selection 33. Selection into medical education 34. Student dropout in medical education Part 8 Assessment 35. Principles of assessment 36. Setting standards 37. Choosing instruments for assessment 38. Test-enhanced learning 39. Assessing learners' needs 40. Self-regulated learning in medical education 41. Formative assessment 42. Technology enhanced assessment in medical education 43. Assessing professionalism 44. Assessment in the context of relicensure 45. Objective structured clinical examinations 46. Workplace-based assessment 47. Written assessment 48. Successful feedback: embedded in the culture Part 9 Quality 49. Evaluation 50. Continuous quality improvement 51. Cost and value in medical education Part 10 Research and scholarship 52. Theoretical perspectives in medical education research 53. Quantitative methods in medical education 54. Qualitative research in medical education 55. Publishing in medical education 56. Scholarship in medical education Part 11 Global medical education 57. Medical education in developing countries 58. Medical education in the emerging market economies Part 12 The future 59. The future of health professional education 60. Faculty development for teaching improvement: from individual to organisational change 61. Educational leadership