Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine

Cover
Inside Front Cover
Half-title
Title Page
Copyright
Contents
Foreword
Preface
Acknowledgements
About the authors
Section 1 Challenges you face as a teacher (Teaching responsibilities)
	1 What is expected of you as a teacher at a time of change
		The teacher is important
		Your responsibilities as a teacher
		An effective teacher
		The teacher cube
		Teaching can be satisfying
		Think about
		Dig deeper
Section 2 Specifying what students
should learn
(Outcome-based education)
	2 What is outcome- or competencybased education?
		The move to outcome- or competency-based education (OBE/CBE)
		What is outcome/competency-based education (OBE/CBE)
		Requirements for OBE/CBE
		Why an outcome- or competency-based programme?
		Myths and misunderstandings
		Think about
		Dig deeper
	3 Specifying the learning outcomes and competencies
		Questions to be addressed
		Responsibility for the specification of the learning outcomes and competencies
		Approaches that can be adopted
		A mixed economy
		Think about
		Dig deeper
	4 Describing and communicating the learning outcomes and competencies
		Learning frameworks
		Criteria for a learning outcome framework
		The Dundee three-circle outcome model and the ‘Scottish Doctor’ framework
		The CanMEDS Physician Competency Framework
		The Accreditation Council for Graduate Medical Education (ACGME)
		The Brown Abilities
		Global Minimum Essential Requirements (GMER)
		General Medical Council UK
		Think about
		Dig deeper
	5 Twelve steps in establishing an outcome- or competency-based approach
		The implementation of OBE is important
		Introducing an outcome-based programme
		An OBE implementation inventory
		Think about
		Dig deeper
	6 Entrustable professional activities (EPAs)
		What is an entrustable professional activity (EPA)?
		Specification of EPAs
		Relationship between an EPA and learner outcomes and competencies
		Granularity and EPAs
		EPAs and specification of the level of supervision
		Use of EPAs
		Think about
		Dig deeper
Section 3 Planning the curriculum (The curriculum)
	7 The ‘authentic’ curriculum
		The concept of a curriculum
		The planned, the delivered, and the learned curriculum
		The ‘authentic’ curriculum: from the ivory tower to the real world
		The features of an authentic curriculum
		Problems associated with an authentic curriculum
		Think about
		Dig deeper
	8 Ten questions to ask when planning a curriculum
		The ten questions
		What is the medical school or training programme’s vision or mission?
		What are the expected learning outcomes?
		What content should be included?
		How should the content be sequenced?
		What educational strategies should be adopted?
		What teaching methods should be used?
		How should assessment be carried out?
		How should details of the curriculum be communicated?
		What educational environment or climate should be fostered?
		How should the process be managed?
		Think about
		Dig deeper
	9 Sequencing curriculum content and the spiral curriculum
		How to sequence curriculum content
		Approaches to sequencing
		Progression through the curriculum
		Transition between courses
		Think about
		Dig deeper
	10 A student-centred approach and student engagement
		The move from teacher-centred to student-centred learning
		Reasons for the move
		Student-centred learning in practice
		Student engagement
		Think about
		Dig deeper
	11 Building learning around clinical problems and presentations
		The importance of the clinical problem in student learning
		Advantages of clinical presentation or problem-based approach
		Approaches adopted
		Task-based learning
		Clinical presentation–based learning
		Problem-based learning (PBL)
		Case-based learning
		Think about
		Dig deeper
	12 Using an integrated approach
		A move to an integrated curriculum
		Advantages of integration
		Focus for integration
		The integration continuum
		Implementing integration
		Think about
		Dig deeper
	13 Interprofessional education
		A move to IPE
		Principles of interprofessional learning
		Level of interprofessional education
		Learning outcomes and IPE
		Implementation strategy
		Assessment and IPE
		Think about
		Dig deeper
	14 Clinical teaching in the curriculum
		Trends in clinical teaching
		The challenges
		The organisation of clinical teaching
		Community-based education
		The move from a traditional clinical clerkship to a longitudinal integrated clerkship (LIC)
		Work-based learning (WBL)
		Think about
		Dig deeper
	15 Information overload and a curriculum with core content and options
		The problem of information overload
		Responding to the problem
		A curriculum with core content and options
		Advantages of a core curriculum with SSCs
		Specification of a core curriculum
		The core curriculum and threshold concepts
		Student selected components (SSCs)
		International electives
		Think about
		Dig deeper
	16 The importance of the learning environment
		What is the learning environment?
		Why the learning environment is important
		The learning environment receives more attention
		The learning environment elements
		Assessment of the learning environment
		Improving the learning environment
		Think about
		Dig deeper
	17 Mapping the curriculum
		The function of a curriculum map
		Curriculum mapping is on today’s agenda
		Curriculum mapping in practice
		Potential users of the curriculum map
		Preparing a curriculum map
		Think about
		Dig deeper
Section 4 Helping the student to learn (The teacher’s toolkit)
	18 Selecting the teaching/learning method
		A range of methods
		Guidelines for choosing a method
		The expected learning outcomes
		The learning context
		The learners’ characteristics
		Practical and logistical issues
		The education environment
		The teacher and student experience
		Stage of learning
		Think about
		Dig deeper
	19 Understanding basic educational principles
		Be FAIR to your students
		Feedback
		Activity
		Individualisation
		Think about
		Dig deeper
	20 Demonstrating passion for teaching
		What is a passionate teacher?
		Does it matter?
		Every teacher can be a passionate teacher
		Teacher stress and burn out
		Think about
		Dig deeper
	21 Teaching large groups
		The use of lectures
		The value of lectures
		The roles of the teacher
		Delivering a good lecture
		Lecture capture
		The ‘flipped classroom’
		Think about
		Dig deeper
	22 Teaching small groups
		What is small group teaching?
		Role of small group teaching
		Advantages of small group teaching
		Techniques used in small group work
		Implementing small group work
		Team-based learning (TBL)
		Pitfalls with small group teaching
		Think about
		Dig deeper
	23 Facilitating independent learning
		The move to independent learning
		Benefits for the student
		Scheduling independent learning in the curriculum
		The role of the teacher
		Learning resources
		Study guides
		Retrieval-based learning
		Think about
		Dig deeper
	24 Undertaking clinical teaching
		Key players in clinical teaching
		Planning the teaching
		Implementing clinical teaching
		Teaching procedural skills
		Providing clinical supervision
		Think about
		Dig deeper
	25 Making use of simulation
		Reasons for simulation
		Benefits of simulation for students
		Types of simulators
		Think about
		Dig deeper
	26 Technology enhanced learning
		Technology and education
		Use of technology
		A creative use of technology
		E-learning
		Distributed and distance learning
		Mobile learning
		Blended learning
		The education strategies
		Learning analytics
		Think about
		Dig deeper
	27 Peer and collaborative learning
		A valued form of learning
		P2P learning
		The benefits of P2P learning
		P2P learning in practice
		Tips for successful P2P learning
		Collaborative learning
		Benefits of collaborative learning
		Collaborative learning in practice
		Tips for successful collaborative learning
		Think about
		Dig deeper
Section 5 Checking that the student has learned (Assessment)
	28 Your institution’s assessment PROFILE
		The importance of assessment
		Trends in assessment
		Programmatic/compartmentalised
		Real world/ivory tower
		Outcome-based/time-based
		For-learning/of-learning
		Impact/no impact
		Learners’ engagement/no engagement
		Evaluation of the assessment/no evaluation
		Think about
		Dig deeper
	29 Six questions to ask about assessment
		Questions to ask about assessment
		Why assess the learner?
		Who should assess the student?
		What should be assessed?
		How should the student be assessed?
		When should the student be assessed?
		Where should the student be assessed?
		Think about
		Dig deeper
	30 Written assessment
		Written assessment has a role to play
		The elements in a written assessment
		Types of written assessment
		Think about
		Dig deeper
	31 Clinical and performance-based assessment
		The importance of clinical assessment
		Approaches to clinical and performance assessment
		Implementing clinical assessment
		Think about
		Dig deeper
	32 Portfolio assessment
		What is a portfolio?
		Why portfolios?
		Portfolios offer a number of advantages
		Use of portfolios
		Implementing portfolio assessment in practice
		Think about
		Dig deeper
	33 Self-assessment
		Self-assessment and trends in medical education
		Why self-assessment is important
		Supporting self-assessment
		Training for self-assessment
		Think about
		Dig deeper
	34 Assessment for admission to medicine and postgraduate training
		Changes in the approach to selection
		The importance of selection
		Graduate or direct from school entry
		Aims of selection
		Criteria for selection methods
		Choice of method
		Selection for admission to specialty training
		Think about
		Dig deeper
Section 6 Planning for the future
	35 Evaluating the curriculum
		Why evaluate the curriculum?
		Focus for the evaluation
		Approaches to curriculum evaluation
		Undertaking a curriculum evaluation
		Problems with curriculum evaluation
		Think about
		Dig deeper
	36 Knowing what works and doesn’t work
		Evidence-informed change
		A ‘PHOG’ approach
		Evidence-informed teaching
		What is evidence?
		Searching for evidence
		Best Evidence Medical Education (BEME)collaboration
		Evaluating evidence
		Judgement, intuition, and teaching
		Think about
		Dig deeper
	37 Bringing about change
		The need for change
		Implementing change
		Facilitating change
		Overcoming resistance
		Evolutions or revolution
		Leaders for change and the strategy of the dolphin
		The innovation decision process
		Think about
		Dig deeper
	38 The future of medical education
		Authentic curriculum
		Adaptive curriculum
		Collaboration
		The student
		Teacher
		Different types of doctors
		Conclusion
		Think about
		Dig deeper
Index