An Introduction to Medical Teaching: The Foundations of Curriculum Design, Delivery, and Assessment

Preface
Contents
Contributors
List of Figures
List of Tables
Chapter 1: The Science of Learning
Introduction
Cognitive Processes
Applying Cognitive Psychological Science to Teaching and Assessment
Evidence-Based Learning Strategies
Spacing
Interleaving
Elaboration
Concrete Examples
Dual Coding
Retrieval Practice
Summary
References
Further Reading
Chapter 2: The Science of Instruction
Introduction
Active Learning Versus Passive Learning
Overview of Active Learning Methodologies
Team-Based Learning (TBL)
Case-Based Learning (CBL)
Problem-Based Learning (PBL)
Cognitive Load Theory
Basic Steps in Designing Effective Instruction
Objectives
Manage Intrinsic Cognitive Load
Decrease Extraneous Cognitive Load
Maximize Germane Load
Foster Intrinsic Motivation
Summary
References
Further Reading
Chapter 3: Self-Regulated Learning
Introduction
Defining Self-Regulated Learning
Core Features of SRL
A Social-Cognitive Model of SRL
Metacognition, Self-Directed Learning, and SRL: Distinguishing Between Concepts
Applying SRL to the Practice of Medical Education
Goal Setting
Motivation
Strategy Use
Help Seeking
Co-regulation
Summary
References
Further Reading
Chapter 4: Lectures
Introduction
Creating an Environment that Supports Learning
Developing a Large Group Presentation
Context
Purpose of the Presentation
Development of the Content
Development of the Lecture Plan
Presenting a Large Group Session
Planning the Beginning and the End
Creating Engagement
Pacing and Density of Content
Attention Span vs. Lecture Length
Getting Feedback
Handouts
Audiovisual Materials
Active Learning Methods in the Large Group Setting
Lecture Respites
Small Group Activities
Classroom Survey Techniques
Reflective Techniques
Games
Getting Beyond the Boundaries of Lecturing
Summary
References
Chapter 5: Flipped Classrooms
Introduction
What Is the “Flipped Classroom?”
Principles of the Flipped Classroom
Pre-classroom Activities: Turning Your Lecture into Homework
Flipped Classroom Preparation
Setting Up the Room
Design of the Session
Readiness Assurance
The Flipped Classroom Session
Homework in Class and Related Techniques
Worksheet
Dry Lab
Case Report
Review Session
Adapted Classroom Assessment Techniques
Background Knowledge Probe
The One-Minute Paper
The Muddiest Point
The One-Sentence Summary
Directed Paraphrasing
Application Cards
Student-Generated Test Questions
Pro and Con Grid
Summary
References
Further Reading
Chapter 6: Team-Based Learning
Why Do TBL?
How Did TBL Develop?
What Are the Components of TBL?
What Do Learners Experience with TBL?
What Does the Instructor Need to Do to Get Started with TBL?
What Are the Greatest Obstacles to Success with TBL?
Summary
References
Chapter 7: Teaching with Laboratories
Introduction
Benefits of Laboratory Teaching
Examples of Laboratory Teaching
Gross Anatomy
Histology/Pathology
Physiology
Online Laboratory Considerations
Assessment of Laboratory Teaching Techniques
How to Set Up a Lab Exercise
Laboratory Session Design
Setting Expectations
Inclusive Teaching in the Laboratory Setting
Conducting the Lab
After the Lab
Pitfalls
Summary
References
Chapter 8: Case-Based Learning
Introduction
Rationale for CBL
CBL in the History of Medical Education
Theorizing CBL
CBL Design
CBL Design Teams
CBL and Diversity
CBL Design and Curriculum
Student Roles
Faculty Facilitators
CBL Sessions
CBL Assessment
Summary
References
Further Reading
Chapter 9: Problem-Based Learning
Introduction
Definition of PBL
Educational Philosophy of PBL
Howard Barrows: The Development and Spread of PBL
Development of PBL
The Spread of PBL in Medical Schools and into Other Fields
Variations of PBL
PBL Led by Faculty
PBL Led by Near-Peers
Virtual PBL
Outcomes of PBL
Better Knowledge Acquisition
Enhanced Clinical Reasoning Skills
Advanced Clinical Competence
Lifelong Self-Regulated Learning Habits
Prepping for Tutoring in PBL
Room Setup
Use of Cases and the Development of Cases
Faculty Development for Tutoring
Student Intro to/Development of Skills for Being in a Tutor Group
PBL Process
PBL Evaluations
Barriers/Common Problems with Tips/Tricks to Help
Summary
References
Further Reading
Chapter 10: Asynchronous Teaching
Introduction
What Is Asynchronous Teaching?
Delivering Asynchronous Teaching
Designing Resources for Asynchronous Teaching
Maintaining Instructor Presence During Asynchronous Teaching
Community Building During Asynchronous Teaching
Summary
References
Chapter 11: Teaching Clinical Skills
Introduction
Planning for Teaching
Orienting Learners to Facilitate Clinical Teaching
Selecting Patients
Teaching During the Clinical Encounter
Using Questions and Feedback to Enhance Clinical Reasoning
The One Minute Preceptor Model for Case-Based Teaching
Teaching the Learner 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
The “Final” Step in Clinical Teaching – Using Feedback to Guide Future Performance
The Third Phase of Clinical Teaching – Reflecting on Clinical Experiences
Summary
References
Further Reading
Chapter 12: Teaching with Simulation
Introduction
Why Is Simulation an Important Addition to Medical Education?
How Does SBME Lead to Effective Learning?
Medical Simulation
Non-human Simulation
Human Simulation
Planning Stages of Simulation Based Medical Curriculum Design
Step One: Problem Identification and General Needs Assessment
Step Two: Targeted Needs Assessment
Step Three: Develop Goals and Objectives
Step Four: Choose Educational Strategy
Step Five: Learner Assessment
Step Six: Program Evaluation
Step Seven: Implementation
Summary
References
Chapter 13: Assessment of Knowledge
Introduction
Reasons for Assessing Learner Performance
Learning the Language of Assessment: A Few Definitions
Assessment Versus Evaluation
Formative Versus Summative Assessment
Competence
Key Features of Assessments
Reliability
Validity
Other Considerations: Feasibility, Acceptability and Educational Impact
Methods of Knowledge Assessment
Multiple Choice Questions (MCQ)
Extended Matching Questions
Essays and Modified Essay Questions
Short Answer Questions
Oral Examinations
Portfolios
Reporting and Feedback
Feedback to Learners
Feedback to Faculty
Summary: A Self-Test
References
Chapter 14: Assessment of Skills
Introduction
A Question of Competence
Entrustable Professional Activities
Choosing and Building a Skills Assessment Method
Global Ratings
Strengths
Limitations
Reliability and Validity
Construction Tips
Workplace-Based Assessments
Strengths
Limitations
Reliability and Validity
Construction Tips
Standardized Patients and OSCEs
Strengths
Limitations
Reliability and Validity
Construction Tips
Technology-Based Simulations
Strengths
Limitations
Reliability and Validity
Construction Tips
Entrustable Professional Activity
Strengths
Limitations
Reliability and Validity
Construction Tips
Diversity and Inclusion in Skills Assessment
Summary
References
Chapter 15: Assessment and Teaching of Professional Attitudes and Behaviors
Introduction
Efforts to Define and Operationalize Professional Attitudes and Behaviors
Approaches to Teach Professionalism and Remediate the Unprofessional Student
Tools and Strategies to Assess Professional Attitudes and Behaviors
Future Work
Summary
References
Further Reading
Chapter 16: Course Design
Introduction
Initial Considerations
Goals and Objectives – The Building Blocks
Ensuring a Course Is Coordinated and Coherent
Providing Learning Resources
Structuring Course Learning Activities
Course Assessment
Course Roadmap: The Syllabus
Summary
References
Further Reading
Chapter 17: Distance Learning
Introduction
Definitions
Making the Transition to Distance Education
Readiness to Be a Distance Learner
Instructor Preparation
Distance Course Design: Principles of Instructional Design
Course Design and Layout Are Predictable and Easy to Navigate
Learning Outcomes Are Measurable and Specific
Course Learning Materials and Assignments Clearly Align with Learning Outcomes
Learner Engagement and Interaction Are Present Throughout the Course
Formative and Summative Assessment of Student Learning Is Included Throughout the Course
Information About Learner Support Resources Is Readily Available
Course Design Addresses Accessibility
Summary
References
Further Reading
Chapter 18: Interprofessional Education (IPE)
Introduction
IPE Definition and Misconceptions
Principles of IPE
Getting Started with IPE
Exposure
Immersion
Integration
Practice
Identifying Learners
Identifying and Developing Faculty Facilitators
Creating Scenarios
Assessment and Feedback
Evaluation/Utilizing Feedback
Barriers/Opportunities: Sudden Conversion to Online IPE Activities
Case Discussions and Simulations
Authentic Patient Care
Lessons Learned
No Need to Reinvent the Wheel
Summary
References
Further Reading
Chapter 19: Teaching to Develop Scientific Engagement in Medical Students
What Is Scientific Engagement?
Why Is Scientific Engagement Important for a Medical Student?
What Is It Exactly That We Want to Teach?
The First Step in Student Engagement: Fostering Scientific Curiosity
The Second Step in Student Engagement: How to Involve Students in Scientific Research Projects?
Tips for Involving Students in Scientific Research
Fostering Scientific Engagement in Students: Case Studies
Using Scientific Engagement to Promote Diversity, Equity and Inclusion
Summary
References
Further Reading
Chapter 20: Advancing the Field: The Scholarship of Medical Education
Introduction
A Scholarly Approach: A Prerequisite to Scholarship
Clear Goals
Adequate Preparation
Appropriate Methods
Significant Results
Effective Presentation
Reflective Critique
Scholarship and the Three P’s
Domains of Medical Education Scholarship
The Scholarship of Discovery
The Scholarship of Integration
The Scholarship of Application
The Scholarship of Teaching and Learning
Evaluating Medical Education Scholarship
Using Conceptual Frameworks to Guide Medical Education Scholarship
Research Paradigms in Medical Education
Tips for Engaging in Scholarship
The Future of Medical Education Scholarship: A Call to Action
Summary
References
Further Reading
Chapter 21: Documenting Educator Work: The Educator Portfolio
Introduction
The Educator Portfolio
The Importance and Utility of an Educator Portfolio
Tools for Documenting Educator Activity and Accomplishments
What to Include in an Educator Portfolio
Documenting Educational Activities
Getting Started
Venues for Dissemination of Educational Scholarship
Challenges in the Promotion of Medical Educators
Summary
References
Further Reading
Appendix
Additional Information About Medical Education
Medical Education Publications
Curriculum Resources and Repositories
Organizations