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Understanding Medical Education
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Table of Contents

Contributors, vii

Foreword to the Third Edition, xiii

Preface, xv

Part 1: Foundations, 1

1 Understanding Medical Education, 3
Tim Swanwick

2 A Global View of Structures and Trends in Medical Education, 7
Bridget C. O’Brien, Kirsty Forrest, Marjo Wijnen‐Meijer, and Olle ten Cate

3 The Science of Learning, 23
Anique B. H. de Bruin, Matthew Sibbald, and Sandra Monteiro

4 Teaching and Learning in Medical Education: How Theory can Inform Practice, 37
David M. Kaufman

5 Principles of Curriculum Design, 71
Janet Grant

6 Instructional Design: Applying Theory to Teaching Practice, 89
Linda Snell, Daisuke Son, and Hirotaka Onishi

7 Quality in Medical Education, 101
Diane N. Kenwright and Tim Wilkinson

Part 2: Teaching and Learning, 111

8 Lectures and Large Groups, 113
Dujeepa D. Samarasekera, Matthew C. E. Gwee, Andrew Long, and Bridget Lock

9 Learning in Small Groups, 123
Peter McCrorie

10 Technology‐enhanced Learning, 139
Rachel H. Ellaway

11 Simulation in Medical Education, 151
Alexis Battista and Debra Nestel

12 Work‐based Learning, 163
Clare Morris

13 Supervision, Mentoring, and Coaching, 179
John Launer

14 Interprofessional Education, 191
Della Freeth, Maggi Savin‐Baden, and Jill Thistlethwaite

15 Patient Involvement in Medical Education, 207
John Spencer, Judy McKimm, and Jools Symons

16 Learning Medicine With, From, and Through the Humanities, 223
Neville Chiavaroli, Chien‐Da Huang, and Lynn Monrouxe

17 The Development of Professional Identity, 239
Sylvia R. Cruess and Richard L. Cruess

18 Portfolios in Personal and Professional Development, 255
Erik Driessen and Jan van Tartwijk

19 Continuing Professional Development, 263
Simon Kitto, David Price, Dahn Jeong, Craig Campbell, and Scott Reeves

Part 3: Assessment and Selection, 275

20 How to Design a Useful Test: The Principles of Assessment, 277
Lambert W. T. Schuwirth and Cees P. M. van der Vleuten

21 Written Assessment, 291
Brian Jolly and Mary Jane Dalton

22 Workplace Assessment, 319
John J. Norcini and Zareen Zaidi

23 Structured Assessments of Clinical Competence, 335
Katharine A. M. Boursicot, Trudie E. Roberts, and William P. Burdick

24 Standard Setting Methods in Medical Education: High‐stakes Assessment, 347
André F. De Champlain

25 Formative Assessment: Assessment for Learning, 361
Diana F. Wood

26 Selection into Medical Education and Training, 375
Fiona Patterson, Eamonn Ferguson, and Lara Zibarras

Part 4: Research and Evaluation, 389

27 Philosophical Research Perspectives and Planning your Research, 391
Jan Illing and Madeline Carter

28 Quantitative Research Methods in Medical Education, 405
Geoff Norman and Kevin W. Eva

29 Qualitative Research in Medical Education: Methodologies and Methods, 427
Stella L. Ng, Lindsay Baker, Sayra Cristancho, Tara J. Kennedy, and Lorelei Lingard

30 Programme Evaluation, 443
Chris Lovato and Linda Peterson

31 Knowledge Synthesis, 457
auren A. Maggio, Aliki Thomas, and Steven J. Durning

Part 5: Faculty and Learners, 471

32 Career Progression and Support, 473
Caroline Elton and Nicole J. Borges

33 Supporting Learner Well‐being, 485
Jo Bishop, Graeme Horton, Wendy Hu, and Claire Vogan

34 Managing Remediation, 497
Deborah Cohen, Melody Rhydderch, and Ian Cooper

35 Diversity in Medical Education, 513
Nisha Dogra and Olivia Carter‐Pokras

36 Developing Medical Educators: A Journey, not a Destination, 531
Yvonne Steinert

37 Educational Leadership and Management, 549
Judy McKimm and Tim Swanwick

Index, 569

About the Author

About the Editors

Tim Swanwick, Dean of Education and Leadership Development, NHS Leadership Academy, Health Education England, London, UK.

Kirsty Forrest, Dean of Medicine, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.

Bridget C. O'Brien, Associate Professor, Department of Medicine, Education Researcher, Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA.

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