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E-grāmata: Understanding Medical Education: Evidence, Theory, and Practice

Edited by (Leeds Teaching Hospital NHS Trust, Leeds, UK), Edited by (The Carnegie Foundation for the Advancement of Teaching, Stanford, CA), Edited by (London Deanery, London UK)
  • Formāts: PDF+DRM
  • Izdošanas datums: 02-Oct-2018
  • Izdevniecība: Wiley-Blackwell
  • Valoda: eng
  • ISBN-13: 9781119373858
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Understanding Medical Education: Evidence, Theory, and PracticePalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 02-Oct-2018
  • Izdevniecība: Wiley-Blackwell
  • Valoda: eng
  • ISBN-13: 9781119373858
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Created on behalf of the Association for the Study of Medical Education (ASME), this completely revised and updated new edition of Understanding Medical Education synthesises the latest knowledge, evidence and best practice across the continuum of medical education.

Written and edited by an international team, this latest edition continues tocover a wide range of subject matter within five broad areas - Foundations, Teaching and Learning, Assessment and Selection, Research and Evaluation, Faculty and Learners - as well as featuring a wealth of new material including new chapters on the science of learning, knowledge synthesis, and learner support and well-being.

The third edition of Understanding Medical Education:

  • Provides a comprehensive and authoritative resource summarising the theoretical and academic bases to modern medical education practice
  • Meets the needs of all newcomers to medical education whether undergraduate or postgraduate, including those studying at certificate, diploma or masters level
  • Offers a global perspective on medical education from leading experts from across the world

Providing practical guidance and exploring medical education in all its diversity, Understanding Medical Education continues to be an essential resource for both established educators and all those new to the field.

Contributors vii
Foreword to the Third Edition xiii
Preface xv
PART 1 Foundations,
1(110)
1 Understanding Medical Education,
3(4)
Tim Swanwick
2 A Global View of Structures and Trends in Medical Education,
7(16)
Bridget C. O'Brien
Kirsty Forrest
Marjo Wijnen-Meijer
Olle ten Cate
3 The Science of Learning,
23(14)
Anique B. H. de Bruin
Matthew Sibbald
Sandra Monteiro
4 Teaching and Learning in Medical Education: How Theory can Inform Practice,
37(34)
David M. Kaufman
5 Principles of Curriculum Design,
71(18)
Janet Grant
6 Instructional Design: Applying Theory to Teaching Practice,
89(12)
Linda Snell
Daisuke Son
Hirotaka Onishi
7 Quality in Medical Education,
101(10)
Diane N. Kenwright
Tim Wilkinson
PART 2 Teaching and Learning,
111(164)
8 Lectures and Large Groups,
113(10)
Dujeepa D. Samarasekera
Matthew C. E. Gwee
Andrew Long
Bridget Lock
9 Learning in Small Groups,
123(16)
Peter McCrorie
10 Technology-enhanced Learning,
139(12)
Rachel H. Ellaway
11 Simulation in Medical Education,
151(12)
Alexis Battista
Debra Nestel
12 Work-based Learning,
163(16)
Clare Morris
13 Supervision, Mentoring, and Coaching,
179(12)
John Launer
14 Interprofessional Education,
191(16)
Delia Freeth
Maggi Savin-Baden
Jill Thistlethwaite
15 Patient Involvement in Medical Education,
207(16)
John Spencer
Judy McKimm
Jools Symons
16 Learning Medicine With, From, and Through the Humanities,
223(16)
Neville Chiavaroli
Chien-Da Huang
andLynn Monrouxe
17 The Development of Professional Identity,
239(16)
Sylvia R. Cruess
Richard L. Cruess
18 Portfolios in Personal and Professional Development,
255(8)
Erik Driessen
Jan van Tartwijk
19 Continuing Professional Development,
263(12)
Simon Kitto
David Price
Dahn Jeong
Craig Campbell
Scott Reeves
PART 3 Assessment and Selection,
275(114)
20 How to Design a Useful Test: The Principles of Assessment,
277(14)
Lambert W. T. Schuwirth
Cees P. M. van der Vleuten
21 Written Assessment,
291(28)
Brian Jolly
Mary Jane Dalton
22 Workplace Assessment,
319(16)
John J. Norcini
Zareen Zaidi
23 Structured Assessments of Clinical Competence,
335(12)
Katharine A. M. Boursicot
Trudie E. Roberts
William P. Burdick
24 Standard Setting Methods in Medical Education: High-stakes Assessment,
347(14)
Andre F. De Champlain
25 Formative Assessment: Assessment for Learning,
361(14)
Diana F. Wood
26 Selection into Medical Education and Training,
375(14)
Fiona Patterson
Eamonn Ferguson
Lara Zibarras
PART 4 Research and Evaluation,
389(82)
27 Philosophical Research Perspectives and Planning your Research,
391(14)
Jan Illing
Madeline Carter
28 Quantitative Research Methods in Medical Education,
405(22)
Geoff Norman
Kevin W. Eva
29 Qualitative Research in Medical Education: Methodologies and Methods,
427(16)
Stella L. Ng
Lindsay Baker
Sayra Cristancho
Tara J. Kennedy
Lorelei Lingard
30 Programme Evaluation,
443(14)
Chris Lovato
Linda Peterson
31 Knowledge Synthesis,
457(14)
Lauren A. Maggio
Aliki Thomas
Steven J. Durning
PART 5 Faculty and Learners,
471(98)
32 Career Progression and Support,
473(12)
Caroline Elton
Nicole J. Borges
33 Supporting Learner Wel1-being,
485(12)
Jo Bishop
Graeme Horton
Wendy Hu
Claire Voga
34 Managing Remediation,
497(16)
Deborah Cohen
Melody Rhydderch
Ian Cooper
35 Diversity in Medical Education,
513(18)
Nisha Dogra
Olivia Carter-Pokras
36 Developing Medical Educators: A Journey, not a Destination,
531(18)
Yvonne Steinert
37 Educational Leadership and Management,
549(20)
Judy McKimm
Tim Swanwick
Index 569
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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