Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine

by Harden, Ronald M

• ISBN13: 9780702045820
• ISBN10: 0702045829
• Edition: 1st
• Format: Paperback
• Copyright: 2012-06-01
• Publisher: CHURCHILL LIVINGSTONE

Summary

Essential Skills for a Medical Teacher is a new book that will serve as 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. About the authors Ronald M Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at Al-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards. Jennifer M Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges. The text provides hints drawn from practical experience to help teachers create powerful learning opportunities for their students, providing readable guidelines and introducing new techniques that potentially could be adopted for use in any teaching programme. Throughout the book introduces some key basic principles that underpin the practical advice that is given and which will help to inform teaching practice. This book will assist readers to reflect on and analyse with colleagues the different ways that their work as a teacher or trainer can be approached and how their student or trainee's learning can be made more effective.

Author Biography

Ronald M. Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at AI-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards. Jennifer M. Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges.

Table of Contents

Foreword	p. ix
Preface	p. xi
About the authors	p. xiii
Acknowledgements	p. xv
Introduction	p. xvii
The Roles and Competencies of a 'good' Teacher	p. 1
What is a good teacher?	p. 3
Understanding basic educational principles	p. 9
Being an enthusiastic and passionate teacher	p. 19
Knowing what works best	p. 23
Checking your performance as a teacher and keeping up-to-date	p. 29
Learning Outcomes and Outcome-Based Education	p. 35
The need for an outcome-based approach	p. 37
Specifying learning outcomes and competences	p. 43
Describing and communicating the learning outcomes	p. 49
Implementing an outcome-based approach in practice	p. 55
Organising the Learning Programme	p. 59
What constitutes a curriculum?	p. 61
Ten questions to ask when planning a curriculum	p. 65
Sequencing the content and the spiral curriculum	p. 73
Adopting a student-centred approach	p. 79
Building learning around problems and clinical presentations	p. 85
Using an integrated and inter-professional approach	p. 91
Making the apprenticeship model and work-based learning more effective	p. 99
Building options into a core curriculum	p. 105
Recognising the importance of the education environment	p. 111
Mapping the curriculum	p. 117
Facilitating Learning	p. 123
The teacher's toolkit	p. 125
The lecture and teaching with large groups	p. 131
Learning in small groups	p. 137
Independent learning	p. 145
Teaching and learning in the clinical context	p. 151
Simulation of the clinical experience	p. 157
E-learning	p. 165
Peer and collaborative learning	p. 171
Assessing the Progress of the Learner	p. 177
Six questions to ask about assessment	p. 179
Written and computer-based assessment	p. 189
Clinical and performance-based assessment	p. 195
Portfolio assessment	p. 203
Assessment for admission to medicine and postgraduate training	p. 209
Evaluating the curriculum	p. 213
Todays Teacher and Tomorrows Doctors	p. 221
The changing role of the teacher	p. 223
Further reading	p. 227
Appendices
AMEE Medical Teacher's Charter	p. 230
Components of a study guide	p. 231
The clinical presentations that provide a framework for the curriculum in task-based learning	p. 232
A page from a study guide, 'Learning paediatrics: A training guide for senior house officers'	p. 234
Examples of OSCE stations	p. 235
The learning outcomes for a competent practitioner based on the three-circle model	p. 236
Questionnaire used to assess the teacher's perception of the importance of the 12 roles and their current personal commitment and preferred personal future commitment to each role	p. 238
The competencies and the roles of the teacher	p. 239
Summary of various points in the continuum between a problem-based approach and an information-orientated approach	p. 240
Four dimensions of student progression	p. 242
First two sections of the learning outcome/tasks mastery grid for vocational training in dentistry	p. 243
Dundee Ready Education Environment Measure (DREEM)	p. 244
Evaluation of a lecture	p. 245
Index	p. 247
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