| Description |
1 online resource |
| Series |
Respiratory medicine |
|
Respiratory medicine (New York, N.Y.)
|
| Contents |
Intro; Preface; Contents; Contributors; Chapter 1: Teaching Pre-clinical Medical Students; 1.1 Introduction; 1.2 Teaching Pre-clinical Students How to Think; 1.2.1 Theory and Practice: Cognitive Psychology and Critical Thinking; 1.2.2 Critical Thinking in the Classroom; 1.2.3 Assessing Critical Thinking Skills; 1.3 Strategies and Techniques for Applying Principles of Teaching that Emphasize Thinking Skills in Different Settings; 1.3.1 Large Group Teaching; 1.3.1.1 Peer Instruction; 1.3.1.2 Audience Response Systems; 1.3.1.3 Think-Pair-Share; 1.3.1.4 Team-Based Learning; 1.3.1.5 Concept Maps |
|
1.3.1.6 Case-Based Collaborative Learning1.3.1.7 Expectations of Students; 1.3.1.8 Challenges for Active Teaching in Large Group Settings; 1.3.2 Small Group Teaching; 1.3.2.1 Problem-Based Learning; 1.3.2.2 Case-Based Collaborative Learning; 1.3.3 Clinical Settings; 1.4 Out-of-Classroom Learning; 1.5 Conclusion; References; Chapter 2: Teaching Clinical Medical Students; 2.1 Introduction; 2.2 Different Clinical Settings and Methods for Teaching Medical Students: The ICU; 2.2.1 Student Role; 2.2.2 Student Responsibilities and Expectations |
|
2.3 Specific Clinical Teaching Methods for the ICU: Teaching on Rounds2.3.1 Teaching in the Context of Presentations; 2.3.2 Teaching at the Bedside; 2.4 Specific Clinical Teaching Methods for the ICU: Teaching Before and After Rounds; 2.5 Specific Clinical Teaching Methods for the ICU: Teaching Using Students' Notes; 2.6 Specific Clinical Teaching Methods for the ICU: Asynchronous Teaching; 2.7 Different Clinical Settings and Methods for Teaching Medical Students: The Pulmonary Consult Rotation; 2.7.1 Student Role; 2.7.2 Student Responsibilities and Expectations |
|
2.8 Specific Clinical Teaching Methods on the Pulmonary Consult Service: Teaching on Rounds2.8.1 Teaching in the Context of Presentations; 2.8.2 Teaching at the Bedside; 2.9 Specific Clinical Teaching Methods on the Pulmonary Consult Service: Teaching Before and After Rounds; 2.10 Specific Clinical Teaching Methods on the Pulmonary Consult Service: Teaching Using Students' Notes; 2.11 Specific Clinical Teaching Methods on the Pulmonary Consult Service: Procedural Teaching; 2.12 Evaluating and Providing Feedback to Students; 2.13 Summary; References; Chapter 3: Teaching Residents |
|
3.1 Why This Matters3.2 Teaching Settings; 3.2.1 Intensive Care Unit; 3.2.2 Pulmonary Clinic; 3.2.3 Consultation; 3.2.4 Classroom; 3.3 Who Cares?; 3.3.1 Theory; 3.3.2 Evidence and Best Practices; 3.3.2.1 Bedside Teaching; 3.3.2.2 Teaching with Limited Time; 3.3.2.3 Procedural Teaching; 3.3.2.4 Simulation; 3.4 Making It Happen; 3.4.1 Bedside Teaching; 3.4.1.1 Ventilator Waveform Analysis; 3.4.1.2 Blood Gas Interpretation; 3.4.1.3 Physical Examination; 3.4.2 Teaching with Limited Time; 3.4.2.1 New Diagnosis of Pulmonary Hypertension; 3.4.2.2 Asthma; 3.4.2.3 Cardiac Arrest Resuscitation |
| Summary |
This is a book for clinician educators. It offers modern, evidence-based practices to use in teaching learners at a range of levels, with an emphasis on concrete strategies that teachers can implement in their own clinical practices as well as in small and large group settings. Medical education is rapidly changing with emerging evidence on best practices and a proliferation of new technologies. As strategies for effectively teaching medical learners evolve, it is important to understand the implications for Pulmonary, Critical Care, and Sleep Medicine (PCCM). This text is structured to allow easy access to the reader. Chapters are organized around level of learner (e.g., medical student to PCCM fellow to practicing physicians) as well as the location of teaching. Given the variety of clinical settings in which PCCM physicians teach, specific consideration of best practices, broad changes in curricular design and pedagogy are considered in different clinical contexts. Each chapter begins with a focus on why the topic is important for clinician educators. A review of the available evidence and relevant medical education theory about the topic follows, with examples from specific studies that provide insight into best practices regarding the concepts and topics discussed in the chapter. For chapters focusing on learners, different environments are considered and similarly, if the focus is on the learning environment, attention is paid to the approach to different learners. Each chapter ends with a summary of the primary points from the chapter and concrete examples of how clinician teachers can put the concepts discussed in the chapter into practice. This is an ideal guide for educators in pulmonary, critical care, and sleep medicine |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from digital title page (viewed on July 11, 2019) |
| Subject |
Medicine -- Study and teaching.
|
|
Respiratory organs -- Diseases -- Study and teaching
|
|
Medical education.
|
|
Lungs -- Diseases.
|
|
Education, Medical
|
|
Lung Diseases
|
|
Medical education
|
|
Lungs -- Diseases
|
|
Respiratory organs -- Diseases -- Study and teaching
|
|
Medicine -- Study and teaching
|
| Form |
Electronic book
|
| Author |
Kritek, Patricia A., editor
|
|
Richards, Jeremy B., editor
|
| ISBN |
9783030106805 |
|
3030106802 |
|
