Oxford Textbook of Medical Education

Herausgeber: Walsh, Kieran

• Broschiertes Buch

Produktbeschreibung

Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need.

Produktdetails

• Oxford Textbook
• Verlag: Oxford University Press
• Seitenzahl: 776
• Erscheinungstermin: 5. Mai 2016
• Englisch
• Abmessung: 274mm x 216mm x 28mm
• Gewicht: 1626g
• ISBN-13: 9780198785712
• ISBN-10: 0198785712
• Artikelnr.: 47865189

Autorenporträt

Dr Kieran Walsh is Clinical Director of BMJ Learning - the education service of the BMJ Group. He is responsible for the editorial direction of BMJ Online Learning, BMJ Masterclasses and BMJ onExamination. He has written over 200 articles for publication - mainly in the field of medical education. He has previously written two books - the first on cost and value in medical education and the second a dictionary of medical education quotations. He has worked in the past as a hospital doctor - specialising in care of the elderly medicine and neurology.

Inhaltsangabe

* Part 1 Introduction
* 1: Introduction
* Part 2 Curriculum
* 2: Curriculum design in context
* 3: Problem-based learning
* 4: Interprofessional education: learning together in health and
social care
* 5: Student choice in the undergraduate curriculum: student-selected
components
* 6: Integrated learning
* 7: Instructional design for medical education
* 8: Using concept maps in medical education
* 9: Creating the learning environment
* Part 3 Identities
* 10: Identities, self and medical education
* 11: Personality and medical education
* 12: Medical education and its context in society
* Part 4 Delivery
* 13: Small group learning
* 14: Large group teaching
* 15: E-learning
* 16: Simulation-based medical education
* 17: Simulated patients in medical education
* 18: Work-based learning
* 19: Learning in ambulatory care
* 20: The humanities in medical education
* 21: Study skills
* Part 5 Supervision
* 22: Educational supervision
* 23: Mentoring
* 24: Professionalism
* 25: The resident as teacher
* 26: Students learning to teach
* 27: Patient involvement in medical education
* Part 6 Stages
* 28: Undergraduate medical education
* 29: Postgraduate medical education
* 30: Continuous professional development
* 31: Remediation
* 32: Transitions in medical education
* Part 7 Selection
* 33: Selection into medical education
* 34: Student dropout in medical education
* Part 8 Assessment
* 35: Principles of assessment
* 36: Setting standards
* 37: Choosing instruments for assessment
* 38: Test-enhanced learning
* 39: Assessing learners' needs
* 40: Self-regulated learning in medical education
* 41: Formative assessment
* 42: Technology enhanced assessment in medical education
* 43: Assessing professionalism
* 44: Assessment in the context of relicensure
* 45: Objective structured clinical examinations
* 46: Workplace-based assessment
* 47: Written assessment
* 48: Successful feedback: embedded in the culture
* Part 9 Quality
* 49: Evaluation
* 50: Continuous quality improvement
* 51: Cost and value in medical education
* Part 10 Research and scholarship
* 52: Theoretical perspectives in medical education research
* 53: Quantitative methods in medical education
* 54: Qualitative research in medical education
* 55: Publishing in medical education
* 56: Scholarship in medical education
* Part 11 Global medical education
* 57: Medical education in developing countries
* 58: Medical education in the emerging market economies
* Part 12 The future
* 59: The future of health professional education
* 60: Faculty development for teaching improvement: from individual to
organisational change
* 61: Educational leadership