An Introduction to Medical Teaching (eBook)

William B. Jeffries, Kathryn Huggett (Herausgeber)

eBook Download: PDF

2010 | 2010
X, 206 Seiten
Springer Netherland (Verlag)
978-90-481-3641-4 (ISBN)

Infos

Few faculty members in academic medical centres 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 easily assimilated by the reader. 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 application of concepts to teaching practice. Topics include: Helping Students Learn; Teaching Large Groups; Teaching in Small Groups; Problem Based Learning; Team-Based Learning, Teaching Clinical Skills; Teaching with Simulation; Teaching with Practicals and Labs; Teaching with Technological Tools; Designing a Course; Assessing Student Performance; Documenting the Trajectory of your Teaching and Teaching as Scholarship.

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-centred 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. The work includes recommendations for additional reading and an appendix with resources for medical education.

Inhalt

Preface 6
Contents 8
Contributors 10
1 Facilitating Student Learning 11
Key Terms 12
Role of Learners 12
Role of the Teacher 14
Writing Objectives objectives, Developing Strategies, and Designing Assessment Plans 14
Role of Learning Activities 15
Role of Feedback and Assessment 17
The Learning Environment 18
Take Home Points 19
References 19
For Further Reading 19
2 Teaching Large Groups 21
Creating an Environment that Supports Learning 22
Developing a Large Group Presentation 22
Context 23
Purpose of the Presentation 23
Development of the Content 23
Heart Failure Drugs 24
Development of the Lecture Plan 25
Presenting a Large Group Session 27
Planning the Beginning and the End 27
Projecting Enthusiasm 28
Pacing and Density of Content 29
Attention Span vs. Lecture Length 29
Getting Feedback 29
Handouts 30
Audiovisual Materials 30
Active Learning Methods in the Lecture Hall 31
Lecture Respites 32
Small Group Activities 32
Classroom Survey Techniques 33
Two-Minute Paper 34
Games 34
Team-Based Learning 34
A Final Word 34
References 35
3 Teaching in Small Groups 36
Reasons for Teaching in Small Groups 36
Definition of Small Group Teaching 37
Active Participation 38
Purposeful Activity 38
Face-to-Face Contact 39
Preparing for the Small Group Session 39
Leading the Small Group Session 40
Attributes of an Effective Small group Teacher 40
Conditions for an Effective Small Group Session 42
Understanding Group Dynamics 43
Small Group Discussion Methods 43
Variations in Small Group Teaching 44
Small Group Teaching and Technology 45
Evaluation of Small Group Participation and Learning 46
Evaluation of Small Group Teaching 47
Informal Evaluation 47
Formal Evaluation 47
References 48
For Further Reading 48
4 Problem-Based Learning 49
Definition of PBL 49
Introducing PBL into the Curriculum 50
Curriculum and Course Design 52
PBL Definitions 52
PBL Problems 53
Student Groups 54
Small Group Facilitator 55
PBL Process 56
Grading Student Performance 57
Resources 58
Summary 60
References 60
5 Team-Based Learning 62
TBL Fundamentals 62
A TEAM Versus a Small Group 63
TBL Stages 63
Student Preparation 64
Readiness Assurance 64
Application 65
More About the Four S's 67
Essential TBL Principles 68
Team Formation and Maintenance 68
Student Accountability and Incentive 69
Real-Time Feedback 69
Team Development and Peer-Teaching 70
Proof of Usefulness of TBL for Student Success and Student Satisfaction 70
References 71
Web Pages 71
6 Teaching Clinical Skills 72
Planning for Teaching Clinical Skills 73
Orienting Students to Facilitate Clinical Teaching 73
Selecting Patients for Clinical Teaching 74
Teaching During the Clinical Encounter 75
Using Questions and Feedback to Enhance Clinical Reasoning 75
The METRC Model for Case-Based Teaching 77
Teaching the Student to ''Prime the Preceptor'' 78
Teaching in the Patient's Presence 78
Teaching Through ''Active Observation'' 79
The ''Two-Minute Observation'' 80
Special Considerations for Teaching Physical Examination Skills 80
Special Considerations for Teaching Procedural Skills 81
The --Final-- Step in Clinical Teaching -- Giving Constructive Feedback 81
The Third Phase of Clinical Teaching Reflecting on Clinical Experiences 82
Summary 83
For Further Reading 84
7 Teaching with Simulation 85
What Is Simulation? 85
What Are Medical Simulators? 85
Why Teach with Simulation: The Benefits 87
Key Principles for Teaching and Learning with Simulation 87
Teaching 87
Learning 88
Building a Scenario 90
Components of an Effective Simulation Session 91
Debriefing and Fundamentals for Doing It Effectively 92
Faculty Development Considerations 93
Summary 94
References 94
For Further Reading 95
8 Teaching with Practicals and Labs 96
Benefits of Laboratory Teaching 96
Examples of Laboratory Teaching 97
Gross Anatomy 97
Biochemistry/Physiology 98
Clinical Procedures Laboratory 98
Developing Goals and Objectives for Laboratory Teaching 99
SMART Objectives (Features of Objectives) 99
Assessment of Laboratory Teaching Exercises 100
How to Set-Up a Lab Exercise 101
Conducting the Lab 102
After the Lab 103
Pitfalls 104
Summary 104
For Further Reading 104
9 Teaching with Technological Tools 106
Fundamental Principles 106
Core Principles of Instructional Design 107
Designing Effective Multimedia 108
Multimedia Principle: People Learn More from Graphics and Words than from Words Alone 108
Modality Principle: When There Are Graphics, Present Words as Speech Rather than Onscreen Text 108
Contiguity Principle: Related Information Should Be Placed Close Together 109
Coherence Principle: Avoid the Extraneous (Less Is More) 109
Guided Discovery Principle, Worked Example Principle, and Expertise Reversal Effect 109
Educational Technologies as ''Mindtools'' 110
Faculty Training 110
Computer-Assisted Learning 111
Computer-Based Tutorials 112
What It Is 112
When To Use 112
How To Use 112
Online Communities: blogs, wikis, and discussion boards 113
What It Is 113
When To Use 114
How To Use 114
Virtual Patients 115
What It Is 115
When To Use 116
How To Use 116
Just-In-Time Learning (Performance Support) 117
What It Is 117
When To Use 118
How To Use 118
Portfolios and Online Assessment Tools 118
What It Is 118
When To Use 119
How To Use 119
PowerPoint 120
What It Is 120
When To Use 120
How To Use 120
Audience Response Systems 122
What It Is 122
When To Use 122
How To Use 122
Video 123
What It Is 123
When To Use 123
How To Use 123
Other Educational Technologies and Conclusions 124
References 125
For Further Reading 125
General principles 125
Curriculum Repositories 125
Computer-assisted learning 126
Online communities 126
Virtual patients 126
Portfolios 126
PowerPoint 126
Audience response systems 126
Video 126
10 Designing a Course 127
First Steps: Needs Assessment and Feasibility course design needs assessment and feasibility 128
Designing the Big Picture of Your Course 130
Course Rationale 131
Course Goal 131
Course Objectives 132
Example 132
Visual Model 134
Content Outline 135
Example 136
Moving from the ''Big Picture'' to Designing Individual Units 137
Designing Your Course Units 137
Unit Goals 138
Unit Learner Evaluation 139
Unit Objectives 139
Unit Content 140
Unit Instructional Methods 142
Final Notes 143
References 144
For Further Reading 145
11 Assessing Student Performance 146
Reasons for Assessing Student Performance 146
Learning the Language of Assessment: A Few Definitions 148
Assessment Versus Evaluation 148
Formative Versus Summative Assessment 148
Competence 149
Key Features of Student Assessment Methods 149
Reliability 150
Validity 150
Feasibility 151
Acceptability 152
Educational Impact 152
Choosing an Assessment Method 152
Methods of Student Assessment 153
Multiple Choice Questions (MCQ) 155
Strengths 155
Limitations 156
Reliability and Validity 156
Construction Tips 157
Extended-Matching Questions 157
Strengths 158
Limitations 158
Reliability and Validity 159
Construction Tips 159
Essays and Modified Essay Questions 159
Strengths 160
Limitations 161
Reliability and Validity 161
Construction Tips 162
Short Answer Questions 162
Strengths 163
Limitations 163
Reliability and Validity 163
Construction Tips 164
Faculty Global Ratings 164
Strengths 165
Limitations 165
Reliability and Validity 165
Construction Tips 166
Faculty Checklist Ratings 166
Strengths 167
Limitations 167
Reliability and Validity 167
Construction Tips 167
Oral Examinations 168
Strengths 168
Limitations 169
Reliability and Validity 169
Construction Tips 169
Standardized Patients and OSCEs 169
Strengths 170
Limitations 170
Reliability and Validity 171
Construction Tips 171
Technology-Based Simulations 171
Strengths 172
Limitations 172
Reliability and Validity 172
Construction Tips 172
Peer Assessments 172
Strengths 173
Limitations 173
Reliability and Validity 174
Construction Tips 174
Self-Assessments 175
Strengths 175
Limitations 176
Reliability and Validity 176
Construction Tips 176
Portfolios 176
Strengths 177
Limitations 177
Reliability and Validity 177
Construction Tips 178
Reporting and Feedback 178
Feedback to Students 179
Feedback to Faculty 179
References 180
For Further Reading 180
12 Documenting the Trajectory of Your Teaching 182
Portfolios 183
Evaluation of Teaching 184
Definitions and Purposes of Evaluative Activities 185
Levels of Outcomes Measured in Evaluation 186
Summing Up 189
References 189
For Further Reading 189
13 Teaching as Scholarship 190
Enhancing Our Collective Knowledge About Medical Education: Adopting Educational Scholarship Criteria 191
Improving as an Individual 192
Replenishing and Enhancing Our Collective Knowledge About Health Professions Education 193
Replenishing and Enhancing the Collective Knowledge Through Engagement 194
Contributing to Collective Knowledge Through Consultation and Presentations 194
Inquiry into a Gap in Our Collective Knowledge 195
Engaging with Your Colleagues to Address Gaps in Our Collective Knowledge 195
Effectively Presenting Teaching as Scholarship: Adapting to Audience 197
You May Well Be Asking, ''How do I begin?'' Start with 198
Reprise 198
References 199
For Further Reading 200
Appendix: Additional Information About Medical Education 202
Medical Education Publications 202
Curriculum Resources and Respositories 203
Organizations 204
Index 206

Produkt-Details

• Erscheint lt. Verlag: 10.3.2010
• Zusatzinfo: X, 206 p.
• Verlagsort: Dordrecht
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Medizinethik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Technik
• Schlagworte: Curriculum • Evaluation • Information • Innovation • Instructional Design • learning • Learning and Instruction • Medical Teaching • Portfolio • REFA • Simulation • Sport • Teaching
• ISBN-10: 90-481-3641-5 / 9048136415
• ISBN-13: 978-90-481-3641-4 / 9789048136414