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Understanding Medical Education. Evidence, Theory and Practice
John Wiley and Sons Ltd, July 2010, Pages: 464
For the first time in a single core textbook, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice.
This accessible and timely reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first ‘port-of-call’ for anyone engaged in medical education as an academic discipline.
Exploring medical education in all its diversity and containing all you need in one place, Understanding Medical Education is the ideal reference not only for medical educators, but for anyone involved in the development of healthcare professionals, in whatever discipline wherever they are in the world.
An on-line edition of the complete book, together with individual chapter downloads, are available
Medical Education has been brought together and edited by Professor Tim Swanwick, Director of Professional Development in the London Deanery, Visiting Fellow at the Institute of Education and Visiting Professor of Medical Education at the University of Bedfordshire.
List of Contributors.
Introduction: Understanding Medical Education (Tim Swanwick and Graham Buckley).
1 Principles of curriculum design (Janet Grant).
2 Teaching and learning in medical education: how theory can inform practice (David M Kaufman and Karen V Mann).
3 Problem-based learning (Mark A Albanese).
4 Interprofessional education (Della Freeth).
5 Work-based learning (Clare Morris and David Blaney).
6 Learning medicine from the humanities (J Jill Gordon and H Martyn Evans).
7 Portfolios, personal development and refl ective practice (John Pitts).
8 Supervision, mentoring and coaching (John Launer).
9 Teaching and leading small groups (Peter McCrorie).
10 Lectures and large groups (Andrew Long and Bridget Lock).
11 e-Learning (Jean McKendree).
12 Simulation in medical education (Jean Ker and Paul Bradley).
13 Patient involvement in medical education (John Spencer and Judy McKimm).
14 How to design a useful test: the principles of assessment (Lambert WT Schuwirth and Cees PM van der Vleuten).
15 Written examinations (Brian Jolly).
16 Workplace assessment (John J Norcini).
17 Structured assessments of clinical competence (Katharine AM Boursicot, Trudie E Roberts and William P Burdick).
18 Formative assessment (Diana F Wood).
19 Self-regulated learning in medical education (Casey B White and Larry D Gruppen).
20 Thinking about research: frameworks, ethics and scholarship (Jan Illing).
21 Quantitative research methods in medical education (Geoff Norman and Kevin W Eva).
22 Qualitative research methods in medical education (Lorelei Lingard and Tara J Kennedy).
23 Evaluation: improving practice, infl uencing policy (David Wall).
24 Selection for medical education and training (Fiona Patterson and Eamonn Ferguson).
25 Managing remediation (Deborah Cohen, Melody Rhydderch and Ian Cooper).
26 Quality in medical education (Oonagh Corrigan, Kate Ellis, Alan Bleakley and Julie Brice).
27 Dealing with diversity (Antony Americano and Dinesh Bhugra).
28 Developing medical educators: a journey, not a destination (Yvonne Steinert).
29 Educational leadership (Judy McKimm and Tim Swanwick).
"Then this comprehensive authoritative guide to modern medical education is an ‘ideal reference point, not only for medical educators, but for anyone involved in the development of healthcare professional wherever they are in the world'." (Journal of Perioperative Practice, 1 February 2011)
"This book could be a useful reference for educational supervisors, and offers a strategic overview and signposting resource for those undertaking Postgraduate Clinical Education Certificates. All public health specialty training departments should consider holding a copy and I would recommend it as a reference for our ‘training the trainer' courses." (Jpubhealth, 1 March 2011)
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