An Introduction to Medical Teaching by Kathryn N. Huggett, William B. Jeffries

By Kathryn N. Huggett, William B. Jeffries

Few school contributors in educational clinical facilities are officially ready for his or her roles as academics. This paintings is an introductory textual content designed to supply clinical lecturers with the middle techniques of powerful instructing perform and data approximately recommendations for curriculum layout, supply and evaluate. It bargains short, targeted chapters with content material that's assimilated simply via the reader. the themes are proper to simple technological know-how and medical academics and the paintings doesn't presume readers own prerequisite wisdom of schooling idea or tutorial layout. The authors emphasize the appliance of innovations to instructing perform. themes contain: Facilitating pupil studying; instructing huge teams; instructing in Small teams; Flipping the study room; Problem-Based studying; Team-Based studying; educating medical abilities; educating with Simulation; instructing with Practicals and Labs; educating with Technological instruments; educating to improve clinical Engagement in scientific scholars; Designing a path; developing and instructing optionally available classes; Designing international wellbeing and fitness stories; Assessing pupil functionality; Documenting the Trajectory of Your educating and educating as Scholarship. this can be a entire revision of the 1st variation of this paintings with new chapters and recent details. just like the 1st version, chapters have been written by way of leaders in clinical schooling and study who draw upon huge specialist event and the literature on most sensible practices in schooling. even if designed for academics, the paintings displays a learner-centered viewpoint and emphasizes results for pupil studying. The publication is on the market and visually attention-grabbing and the paintings includes details that's present, yet now not time-sensitive. every one bankruptcy concludes with references, many comprise options for extra studying, and the paintings contains an appendix with assets for scientific education.

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This is often the case early in their education when they have not yet spent a lot of time with their classmates. As an instructor you can assist by developing activities that encourage pairs or trios to work together before contributing to the larger group discussion. Understanding Group Dynamics Small groups in medical education share many characteristics with small groups or teams organized for other professional purposes. Scholtes et al. (2000), building upon earlier work by Bruce Tuckman (1965), describe a four-stage process that all groups undergo.

Further information on diagnosing lecture problems can be found in a humorous but informative paper by McLaughlin and Mandin (2001). Chapter 16 discusses in detail how evaluation data to improve your teaching. Hopefully this chapter has provided both a framework for engaging students actively in the large group setting and a way of avoiding common mistakes. Additional resources are provided below to provide an in-depth treatment of this topic. References Angelo TA, Cross KP (1993) Classroom assessment techniques: a handbook for college teachers.

Med Educ 38:286–293 Stiggins RJ, Rubel E, Quellmalz E (1988) Measuring thinking skills in the classroom, rev ed. National Education Assn Professional Library, West Haven Tuckman B (1965) Developmental sequence in small groups. Psychol Bull 63:384–399 Westberg J, Jason H (1996) Fostering learning in small groups: a practical guide. Springer, New York For Further Reading For a concise summary of recommendations for teaching in small groups, review Jacques D (2003) ABC of teaching and learning in medicine: Teaching small groups.

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