| Description |
1 online resource (xxvi, 399 pages) : illustrations |
| Contents |
Section 1. ch. 1. Basic competencies in medical teaching. Educational principles. Curriculum planning and design. Instructional methodologies. Student assessment. Conclusion -- section 2. ch. 2. Historical perspectives in medical education. Asian medical schools. Deficiencies of the system. Call for reforms. What is being done? Role of medical education units. Conclusion -- section 3. Educational concepts and philosophies. ch. 3. Teaching and learning concepts. Learner-centered learning. Surface versus deep learning. Experiential learning. The common themes -- ch. 4. Understanding the learner. Conceptual underpinning. Implication of learning principles -- ch. 5. Building the skills of learning. Concepts of metacognition. Importance of metacognition. Helping students develop metacognitive skills -- section 4. Curriculum and learning cycle. ch. 6. Curriculum design and implementation. Definition. Strategies for implementation of curriculum innovations -- ch. 7. Learning cycle -- section 5. Educational objectives. ch. 8. Classification of educational objectives. Cognitive domain. Psychomotor domain. Affective domain -- ch. 9. Writing educational objectives. The purpose of educational objectives. Characteristics of good educational objectives. Components of educational objectives. Pitfalls to avoid -- section 6. Instructional methodologies: general. ch. 10. Overview of teaching and learning methods. Range of teaching and learning methods. Educational effectiveness of teaching and learning methods. Organization of chapters -- ch. 11. Making lecture effective. Advantages. Limitations and concerns. Components. Ways to make lecture more learner-centered -- ch. 12. Understanding small group. Definition. Advantages. Challenges for small group. Life cycle of a group. Types of group. Role and responsibilities of tutors in small groups -- ch. 13. Case-based teaching. Definition. Educational rationale. Concerns for case-based teaching. Variations of cases for teaching. Case-selection. Preparing the case for teaching -- ch. 14. Role-play. Advantages. Applications. Implementation considerations. The process. Example of scripts for role-play: counseling focused. Example of scripts for role-play: clinical skill practice |
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Ch. 15. Questions and questioning technique. Types of question. Dealing with students' wrong responses. Use of silence -- ch. 16. Providing effective feedback. Educational rationale. Distinguishing feedback from praise and criticism. Nature of good feedback. Feedback in group settings -- section 7. Instructional methodology: clinical teaching. ch. 17. Conceptual framework for clinical teaching. Educational characteristics of clinical teaching. Precepting in the context of clinical teaching. Determining the learners' needs. Knowledge base for clinical teaching -- ch. 18. Delivery of clinical teaching. Models of delivery of clinical teaching. Teaching clinical reasoning process. Common mistakes during clinical teaching -- ch. 19. Assessment of clinical competence. Concepts of clinical competency. Assessing clinical competence. Criterion-based assessment -- ch. 20. Teaching procedural skills. Educational principles. Broad categories of procedural skills. Less desirable way of teaching procedural skill. Structured approach to procedural skill teaching. Barriers to learning and teaching procedural skills -- ch. 21. Teaching communication skills. The magnitude of poor communication in medicine. Effects of good communication. Teaching communication in conventional ways. Communication is a learnable skill. Educational strategies for teaching. Communication skills -- section 8. Instructional methodology: problem-based learning. ch. 22. Problem-based learning (PBL): concepts and rationale. Definition. Historical overview. Educational rationale of PBL. Objectives and outcomes of PBL. Conclusion -- ch. 23. The PBL process. Meeting with case writers. Setting the pace and tone of the new group. Session one. Session two -- ch. 24. The tutor and the case-writer. The tutor's roles and responsibilities. Practical skills. The PBL case-writer -- ch. 25. Student assessment in PBL. Goals of student assessment in PBL. Assessment during tutorial. Objective examinations. Assessing process of PBL -- triple jump -- ch. 26. Implementation options of PBL. PBL in new medical schools. PBL in existing medical schools. PBL in Asian medical schools: issues, challenges, and options. More research |
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Section 9. Assessment and evaluation. ch. 27. Overview of assessment and evaluation. Concepts of assessment and evaluation. Value of needs assessment. Assessor and assessment audience. The broad purposes of student assessment. Directions in student assessment -- ch. 28. Formative and summative assessment. Formative assessment. Summative assessment -- ch. 29. Characteristics of assessment instruments. Validity. Reliability. Objectivity. Practicability. Value. Errors in test items -- ch. 30. Road map to student assessment. Factor one: educational objectives or domains. Factor two: level of knowledge. Factor three: formative or summative assessment. Factor four: validity of the instrument. Factor five: reliability of the instrument. Factor six: single instrument versus multiple instruments -- ch. 31. Multiple choice questions. Advantages. Limitations. Components of MCQ. Examples of MCQ with hierarchical cognitive objectives. Further improvements in MCQ. Evaluating MCQ -- ch. 32. Essay questions and variations. Advantages. Challenges and limitations. Basic categories of essay questions. Short answer questions (SAQ). Modified essay questions (MEQ) -- ch. 33. Oral examinations. Advantages. Limitations. Improving the validity and reliability of oral examinations -- ch. 34. Standardized patient. Why do we need standardized patients? Uses. Advantages. Implementation considerations -- ch. 35. Portfolio. What is a portfolio? The value of portfolio. Nature of artifacts in portfolio. Organization of the portfolio -- ch. 36. Teaching program evaluation. Level one: reaction. Level two: learning. Level three: transfer. Level four: results -- section 10. ch. 37. Internet and medical education. What is e-learning? E-learning in learner-centered learning models. Design considerations in e-learning. Learning objects in e-learning models -- section 11. ch. 38. Research in medical education. Nature of research in medical education. Difficulties with interventional research. Value of qualitative studies. Secondary researches in medical education. Framework for research. Priority research areas in medical education. Collaboration in medical education research |
| Summary |
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 short, this is a simple and non-intimidating book for general medical teachers to enhance their understanding of medical education and to improve their teaching |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Medicine -- Study and teaching
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Medical education.
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Learning.
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Teaching.
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Education, Medical
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Learning
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Teaching
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teaching.
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MEDICAL -- Education & Training.
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Teaching
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Medical education
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Learning
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Medicine -- Study and teaching
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| Form |
Electronic book
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| Author |
Khoo, Hoon Eng.
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| ISBN |
9789812795472 |
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9812795472 |
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