The Medical teacher
著者
書誌事項
The Medical teacher
Churchill Livingstone, 1988
2nd ed
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注記
Includes index
内容説明・目次
内容説明
This second, revised edition is intended to provide a useful set of "hands-on" ideas which teachers may use within their personal responsibilities within their faculties. It focuses more attention on the context of that teaching and the medical teacher's role in a rapidly changing scene. Previously the focus was on the teacher-student relationship in grappling with subject matter. However, the editors now raise questions about the teacher and educational planning in the faculty, about the directions of the medical school and the relevance of subject matter, and about the teacher in relation to the patient and the community. This edition aims to give a strong "ideological" stance on student learning and on student autonomy as the only reasonable focus of teacher activity. Consequently, there is more emphasis on self directed learning, on learning by experience, on self assessment, on adult learning and the student as adult, and on the personal growth of the student in preparation for accepting heavy emotion-laden responsibilities.
Sections are included on the context and expectations of medical education, teaching approaches and helping students to learn, teaching professional skills, assessment, particularly of examinations, and resources such as graphics, slides and other equipment used in teaching.
目次
- Part 1 Context and expectations: professional and educational context of medical education, Ken Cox
- the social context of medical education, Christine Ewan
- how should medical students be selected, Christine Ewan. Part 2 Teaching approaches: how do students learn, John Powell
- how to plan and deliver a lecture, Neville Hatton
- how to help students to learn in small groups, Adrian Lee and Joy Higgs
- problem-based learning, Rufus Clarke
- prior learning, challenges and critical thinking in the medical student laboratory, Elizabeth Hegarty-Hazel
- using the community as a learning environment, Susan Irvine
- how to help students learn from experience, David Boud. Part 3 Teaching professional skills: what is included in clinical competence, Ken Cox
- becoming a doctor, Christine Ewan
- teaching interviewing skills, Henry Brodaty
- how to teach clinical reasoning, Ken Cox
- how to teach at the bedside, Ken Cox
- how to teach clinical decision making, John Balla and Ken Cox
- including bioethical decision-making in the undergraduate course, Ruth White
- teaching counseling skills, Norman Kagan
- preparing students for a consumer education role, Susan Irvine
- preparing students for continuing education, David Richmond. Part 4 Assessment: what type of written examination should I use, Ken Cox
- how to manage written tests - short answer, modified essay and long essay questions, Grahame Feletti
- writing multiple choice questions, Raja C.Bandaranayake and Ken Cox
- how to construct a fair multiple choice question paper, Ken Cox
- what can teachers and students get out of multiple choice examinations, Ken Cox
- how to organize multiple choice question banks, Raja Bandaranayake
- how to design and use patient management problems, Jack Marshall
- how to plan and run structured clinical examinations, David Newble
- how to assess performance, Ken Cox
- professional behaviour - how can it be assessed, Susan Irvine
- how to facilitate self-assessment, David Boud
- how did you score and what did you do with the scores, Ken Cox. Part 5 Resources: how to design effective audiovisual resources, Adrian Daniel
- preparing graphics for projection slides, Michael Oakey, producing 35mm slides, Michael Oakey
- how to use the overhead projector and handouts, Adrian Lee and Raja Bandaranayake
- clinical simulation, Gerald B.Holzman
- computer assisted instruction, Gloria E.Robbins and John P.Chalmers.
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