Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees.
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.
Author(s): Ronald M Harden, Jennifer M Laidlaw
Edition: 3
Publisher: Elsevier
Year: 2020
Language: English
Commentary: TRUE PDF
Tags: Medical Teaching; Medical Education & Training; Internal Medicine
Cover
Inside Front Cover
Half-title
Title Page
Copyright
Contents
Foreword
Preface
Acknowledgements
About the authors
Section 1 Challenges you face as a teacher (Teaching responsibilities)
1 What is expected of you as a teacher at a time of change
The teacher is important
Your responsibilities as a teacher
An effective teacher
The teacher cube
Teaching can be satisfying
Think about
Dig deeper
Section 2 Specifying what students
should learn
(Outcome-based education)
2 What is outcome- or competencybased education?
The move to outcome- or competency-based education (OBE/CBE)
What is outcome/competency-based education (OBE/CBE)
Requirements for OBE/CBE
Why an outcome- or competency-based programme?
Myths and misunderstandings
Think about
Dig deeper
3 Specifying the learning outcomes and competencies
Questions to be addressed
Responsibility for the specification of the learning outcomes and competencies
Approaches that can be adopted
A mixed economy
Think about
Dig deeper
4 Describing and communicating the learning outcomes and competencies
Learning frameworks
Criteria for a learning outcome framework
The Dundee three-circle outcome model and the ‘Scottish Doctor’ framework
The CanMEDS Physician Competency Framework
The Accreditation Council for Graduate Medical Education (ACGME)
The Brown Abilities
Global Minimum Essential Requirements (GMER)
General Medical Council UK
Think about
Dig deeper
5 Twelve steps in establishing an outcome- or competency-based approach
The implementation of OBE is important
Introducing an outcome-based programme
An OBE implementation inventory
Think about
Dig deeper
6 Entrustable professional activities (EPAs)
What is an entrustable professional activity (EPA)?
Specification of EPAs
Relationship between an EPA and learner outcomes and competencies
Granularity and EPAs
EPAs and specification of the level of supervision
Use of EPAs
Think about
Dig deeper
Section 3 Planning the curriculum (The curriculum)
7 The ‘authentic’ curriculum
The concept of a curriculum
The planned, the delivered, and the learned curriculum
The ‘authentic’ curriculum: from the ivory tower to the real world
The features of an authentic curriculum
Problems associated with an authentic curriculum
Think about
Dig deeper
8 Ten questions to ask when planning a curriculum
The ten questions
What is the medical school or training programme’s vision or mission?
What are the expected learning outcomes?
What content should be included?
How should the content be sequenced?
What educational strategies should be adopted?
What teaching methods should be used?
How should assessment be carried out?
How should details of the curriculum be communicated?
What educational environment or climate should be fostered?
How should the process be managed?
Think about
Dig deeper
9 Sequencing curriculum content and the spiral curriculum
How to sequence curriculum content
Approaches to sequencing
Progression through the curriculum
Transition between courses
Think about
Dig deeper
10 A student-centred approach and student engagement
The move from teacher-centred to student-centred learning
Reasons for the move
Student-centred learning in practice
Student engagement
Think about
Dig deeper
11 Building learning around clinical problems and presentations
The importance of the clinical problem in student learning
Advantages of clinical presentation or problem-based approach
Approaches adopted
Task-based learning
Clinical presentation–based learning
Problem-based learning (PBL)
Case-based learning
Think about
Dig deeper
12 Using an integrated approach
A move to an integrated curriculum
Advantages of integration
Focus for integration
The integration continuum
Implementing integration
Think about
Dig deeper
13 Interprofessional education
A move to IPE
Principles of interprofessional learning
Level of interprofessional education
Learning outcomes and IPE
Implementation strategy
Assessment and IPE
Think about
Dig deeper
14 Clinical teaching in the curriculum
Trends in clinical teaching
The challenges
The organisation of clinical teaching
Community-based education
The move from a traditional clinical clerkship to a longitudinal integrated clerkship (LIC)
Work-based learning (WBL)
Think about
Dig deeper
15 Information overload and a curriculum with core content and options
The problem of information overload
Responding to the problem
A curriculum with core content and options
Advantages of a core curriculum with SSCs
Specification of a core curriculum
The core curriculum and threshold concepts
Student selected components (SSCs)
International electives
Think about
Dig deeper
16 The importance of the learning environment
What is the learning environment?
Why the learning environment is important
The learning environment receives more attention
The learning environment elements
Assessment of the learning environment
Improving the learning environment
Think about
Dig deeper
17 Mapping the curriculum
The function of a curriculum map
Curriculum mapping is on today’s agenda
Curriculum mapping in practice
Potential users of the curriculum map
Preparing a curriculum map
Think about
Dig deeper
Section 4 Helping the student to learn (The teacher’s toolkit)
18 Selecting the teaching/learning method
A range of methods
Guidelines for choosing a method
The expected learning outcomes
The learning context
The learners’ characteristics
Practical and logistical issues
The education environment
The teacher and student experience
Stage of learning
Think about
Dig deeper
19 Understanding basic educational principles
Be FAIR to your students
Feedback
Activity
Individualisation
Think about
Dig deeper
20 Demonstrating passion for teaching
What is a passionate teacher?
Does it matter?
Every teacher can be a passionate teacher
Teacher stress and burn out
Think about
Dig deeper
21 Teaching large groups
The use of lectures
The value of lectures
The roles of the teacher
Delivering a good lecture
Lecture capture
The ‘flipped classroom’
Think about
Dig deeper
22 Teaching small groups
What is small group teaching?
Role of small group teaching
Advantages of small group teaching
Techniques used in small group work
Implementing small group work
Team-based learning (TBL)
Pitfalls with small group teaching
Think about
Dig deeper
23 Facilitating independent learning
The move to independent learning
Benefits for the student
Scheduling independent learning in the curriculum
The role of the teacher
Learning resources
Study guides
Retrieval-based learning
Think about
Dig deeper
24 Undertaking clinical teaching
Key players in clinical teaching
Planning the teaching
Implementing clinical teaching
Teaching procedural skills
Providing clinical supervision
Think about
Dig deeper
25 Making use of simulation
Reasons for simulation
Benefits of simulation for students
Types of simulators
Think about
Dig deeper
26 Technology enhanced learning
Technology and education
Use of technology
A creative use of technology
E-learning
Distributed and distance learning
Mobile learning
Blended learning
The education strategies
Learning analytics
Think about
Dig deeper
27 Peer and collaborative learning
A valued form of learning
P2P learning
The benefits of P2P learning
P2P learning in practice
Tips for successful P2P learning
Collaborative learning
Benefits of collaborative learning
Collaborative learning in practice
Tips for successful collaborative learning
Think about
Dig deeper
Section 5 Checking that the student has learned (Assessment)
28 Your institution’s assessment PROFILE
The importance of assessment
Trends in assessment
Programmatic/compartmentalised
Real world/ivory tower
Outcome-based/time-based
For-learning/of-learning
Impact/no impact
Learners’ engagement/no engagement
Evaluation of the assessment/no evaluation
Think about
Dig deeper
29 Six questions to ask about assessment
Questions to ask about assessment
Why assess the learner?
Who should assess the student?
What should be assessed?
How should the student be assessed?
When should the student be assessed?
Where should the student be assessed?
Think about
Dig deeper
30 Written assessment
Written assessment has a role to play
The elements in a written assessment
Types of written assessment
Think about
Dig deeper
31 Clinical and performance-based assessment
The importance of clinical assessment
Approaches to clinical and performance assessment
Implementing clinical assessment
Think about
Dig deeper
32 Portfolio assessment
What is a portfolio?
Why portfolios?
Portfolios offer a number of advantages
Use of portfolios
Implementing portfolio assessment in practice
Think about
Dig deeper
33 Self-assessment
Self-assessment and trends in medical education
Why self-assessment is important
Supporting self-assessment
Training for self-assessment
Think about
Dig deeper
34 Assessment for admission to medicine and postgraduate training
Changes in the approach to selection
The importance of selection
Graduate or direct from school entry
Aims of selection
Criteria for selection methods
Choice of method
Selection for admission to specialty training
Think about
Dig deeper
Section 6 Planning for the future
35 Evaluating the curriculum
Why evaluate the curriculum?
Focus for the evaluation
Approaches to curriculum evaluation
Undertaking a curriculum evaluation
Problems with curriculum evaluation
Think about
Dig deeper
36 Knowing what works and doesn’t work
Evidence-informed change
A ‘PHOG’ approach
Evidence-informed teaching
What is evidence?
Searching for evidence
Best Evidence Medical Education (BEME)collaboration
Evaluating evidence
Judgement, intuition, and teaching
Think about
Dig deeper
37 Bringing about change
The need for change
Implementing change
Facilitating change
Overcoming resistance
Evolutions or revolution
Leaders for change and the strategy of the dolphin
The innovation decision process
Think about
Dig deeper
38 The future of medical education
Authentic curriculum
Adaptive curriculum
Collaboration
The student
Teacher
Different types of doctors
Conclusion
Think about
Dig deeper
Index
