Medical education — the art and science behind medical teaching and learning — has progressed remarkably. Teaching and learning have become more scientific and rigorous, curricula are based on sound pedagogical principles, and problem-based and other forms of active and self-directed learning have become the mainstream. We have progressed from the role of problem-identifier to that of solution-provider.This book provides a balanced overview of the ';why'; of medical education, emphasizing the need for change and adaptation, and the ';how';, by demonstrating the way concepts and theories of medical education can be of immediate benefit to the medical teacher. In this improved second edition, student assessment, curriculum, outcome-based education, clinical teaching, and problem-based learning receive more emphasis with the addition of new chapters, essential updates, and consolidation. The tone is more pragmatic, with implementable examples and incorporation of newer evidence and better practices. However, one thing has not changed: the book still targets medical teachers without a formal background in education.

Medical Education: Theory and Practice is a new text linking the theory and the practice for graduate students and educators who want to go beyond the basics. The scholarship of medical education is, above all, a ‘practice’, but one that has a strong theoretical foundation. Neither theory nor practice stand still, and both are grounded in research. The novelty of this book lies in its interweaving of practice, theory, innovation and research. The book starts with a theorised, contemporary overview of the field. Next, it explores the theoretical foundations of medical education in depth. The remainder of the book reviews a whole a range of educational contexts, processes and outcomes. This work has been edited by a distinguished, international team of medical educationalists and written by equally accomplished authors from across the globe representing a spectrum of disciplines. This will be an invaluable text for all Masters Students in health professions education as well as PhD students and education researchers wanting a background to the discipline. Educators and medical students will also find it a very useful resource. Written by key figures in medical educational research combined with a strong editorial influence from the international editorial team. The text has a strong evidence-based approach that is fully cognisant of research methodology issues, The book provides a scholarly explanation on the topic, rather than aiming to say the last word. Written throughout in a clear and comprehensible style. The content is extensively referenced with additional suggestions for further reading.

Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors’ extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels. About the authors Ronald M Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at Al-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards. Jennifer M Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges. The text provides hints drawn from practical experience to help teachers create powerful learning opportunities for their students, providing readable guidelines and introducing new techniques that potentially could be adopted for use in any teaching programme. Throughout the book introduces some key basic principles that underpin the practical advice that is given and which will help to inform teaching practice. This book will assist readers to reflect on and analyse with colleagues the different ways that their work as a teacher or trainer can be approached and how their student or trainee's learning can be made more effective.

Few faculty members in academic medical centers are formally prepared for their roles as teachers. This work is an introductory text designed to provide medical teachers with the core concepts of effective teaching practice and information about innovations for curriculum design, delivery and assessment. It offers brief, focused chapters with content that is assimilated easily by the reader. The topics are relevant to basic science and clinical teachers and the work does not presume readers possess prerequisite knowledge of education theory or instructional design. The authors emphasize the application of concepts to teaching practice. Topics include: Facilitating Student Learning; Teaching Large Groups; Teaching in Small Groups; Flipping the Classroom; Problem-Based Learning; Team-Based Learning; Teaching Clinical Skills; Teaching with Simulation; Teaching with Practicals and Labs; Teaching with Technological Tools; Teaching to Develop Scientific Engagement in Medical Students; Designing a Course; Establishing and Teaching Elective Courses; Designing Global Health Experiences; Assessing Student Performance; Documenting the Trajectory of Your Teaching and Teaching as Scholarship. This is a complete revision of the first edition of this work with new chapters and up to date information. Similar to the first edition, chapters were written by leaders in medical education and research who draw upon extensive professional experience and the literature on best practices in education. Although designed for teachers, the work reflects a learner-centered perspective and emphasizes outcomes for student learning. The book is accessible and visually interesting and the work contains information that is current, but not time-sensitive. Each chapter concludes with references, many include recommendations for additional reading, and the work includes an appendix with resources for medical education.

Medical education has grown expeditiously in the last decade, triggered by innovations in educational approaches, such as problem-based learning (PBL) and community-based education (CBE). This had led to medical schools establishing departments for medical education and developing special introductory courses for undergraduate curricula. As a result, an enormous amount of literature is now available for teachers and medical educators, but only a limited amount of medical education material is aimed directly at at students. The International Handbook of Medical Education takes the lead by giving students access to basic medical education, knowledge and skills, presented in a simple and interactive format. The Handbook provides students with a tool to guide them on the road to success during their academic lives and beyond by helping to improve study skills, such as reading, writing, searching and research, and giving students essential information on assessment skills, such as answering multiple-choice questions and preparing for objective structured clinical examination. With this handbook, students will develop the knowledge, skills and attitudes that will advance their care

This Fourth Edition of the highly praised Practical Guide for Medical Teachers provides a bridge between the theoretical aspects of medical education and the delivery of enthusiastic and effective teaching in basic science and clinical medicine. Healthcare professionals are committed teachers and this book is a practical guide to help them maximise their performance. Practical Guide for Medical Teachers charts the steady rise of global interest in medical education in a concise format. This is a highly practical book with useful "Tips" throughout the text. The continual emergence of new topics which are of interest to teachers in all healthcare disciplines is recognised in this new edition with seven new chapters: The hidden curriculum; Team based learning; Patient safety; Assessment of attitudes and professionalism; Medical education leadership; Medical education research; and How to manage a medical college An enlarged group of 73 authors from 14 countries provide both an international perspective and a multiprofessional approach to topics of interest to all healthcare teachers.

This book is an easy-to-read, practical guide for any medical school preparing for accreditation or institutional review. It contains practical guidance on the use of internationally accepted standards with a particular focus on what it is that external accrediting teams will be looking for both before and during their site visit. This book will appeal to medical school faculty as well as faculty from other health professions schools who are preparing for either high stakes accreditation or internal review. It may also appeal to agencies responsible for accrediting medical schools who wish to become more familiar with the international standards.

Essential Skills for a Medical Teacher is a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors' extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels. - The text provides hints drawn from practical experience to help teachers create powerful learning opportunities for their students, providing readable guidelines and introducing new techniques that potentially could be adopted for use in any teaching programme. - Throughout the book introduces some key basic principles that underpin the practical advice that is given and which will help to inform teaching practice. - This book will assist readers to reflect on and analyse with colleagues the different ways that their work as a teacher or trainer can be approached and how their student or trainee's learning can be made more effective. - - Medical Education is changing rapidly and this new edition takes full account of a number of important recent developments. - The text is fully updated after a thorough review of the medical education literature. - Five new chapters are incorporated: - The teacher is important - Collaborations in the delivery of the education programme - The authentic curriculum - Student engagement - Inter-professional education - New concepts added to the book include: - Content specification as 'threshold' concepts - Entrustable professional activities as an approach to outcomes - Longitudinal integrated clinical clerkships as part of clinical teaching - Integration of basic and clinical sciences - Refinement and expansion of the FAIR principles - Additional references to further reading.

Since the first suffering supplicant offered a prayer to his god or the first mother cradled an ailing child in her caring arms, we have witnessed how human health and healing goes beyond any inventory of parts and infusion of chemicals. We humans are a complex melding of thought, emotion, spirit, and energy and each of those components is as critical to our well-being as our physiological status. Even if we are just beginning to quantify and document these seemingly intangible aspects, to ignore them in the practice of medicine is neglect and an invitation to do harm. Now in its second edition, The Scientific Basis of Integrative Medicine continues to provide doctors and other health practitioners with information on complementary and alternative approaches to health, that is authoritative, scientifically based, and epidemiologically substantiated. Written for doctors and healthcare professionals by pioneering practitioners and updated with the newest research across an increasing range of possibilities, the new edition of this bestselling work – Establishes the scientific basis for the mind–body connection and then documents the puissant interactions of the endocrine, immune, nervous, and stress systems that so profoundly influence our lives Examines that healing dimension of spirituality, which informs but transcends the five senses Investigates how hope, faith, and love aid healing Discusses how the emotional presence of a practitioner affects patient outcome Considers the incorporation of a unified theory that can account for the existence of health enhancing energy fields within — as well as outside — the human body Integral physiology serves as a bridge between Western medical knowledge and the equally valuable, but less well-recognized, Eastern systems of medicine. The authors refer to it as integrative because it combines important Western biological knowledge with forms of healing that incorporate the mental and emotional, and spiritual aspects that are essential to health, because those aspects are what make us essentially human.