Description
Teaching Skills for Doctors outline content
Over the course of 120 pages, Teaching Skills for Doctors outlines the theories of adult education and explores how this can be effectively applied to medical education. It has been designed to provide structured support for the reader and course delegate alike, acting as a comprehensive resource to support ongoing improvements.
Good Medical Practice (2014) explicitly states teaching skills as being an aspect of professional practice in which doctors should acquire and maintain a level of competence. The variety, breadth and depth of experiences and knowledge which individual doctors develop as their careers progress are extremely valuable resources which need to be transferred and not lost.
Teaching Skills for Doctors available formats
This book is available in printed and electronic formats. Choose from one of the following:
A paperback book
Books are dispatched via Royal Mail in 1 to 3 working days.
A PDF download
A link to a digital download PDF will be provided immediately after payment is made, giving you instant access to the book as an electronic file that you can save to your computer. Requires Adobe Reader or similar PDF viewer.
Please note: All delegates who attend our two day Teach the Teacher Course for Doctors receive this book as part of their course package.
See a preview of the first chapter below.
Contents
Chapter 1: Introduction
1.01 Making the most of this book
1.02 Conscious and unconscious competence
1.03 The importance of advancing teaching skills for doctors
1.04 What should a doctor be engaged in teaching?
Chapter 2: Adult Education Theory
2.01 Behaviourism
2.02 Cognitivism
2.03 Constructivism and Social Constructivism
2.04 Experiential learning
2.05 Communities of practice
2.06 70:20:10
2.07 Problem Based Learning
2.08 Andragogy
2.09 Maslow’s theory of motivation
2.10 Comfort, risk and panic
2.11 Differentiation and individual learning preferences
2.12 Activists, Reflectors, Theorists and Pragmatists
2.13 Howard Gardner’s Multiple Intelligences
2.14 Making sense of learning preferences
2.15 Exercise in using learning preferences
Chapter 3: Lesson Planning and Preparation
3.01 Active learning
3.02 Learning design for individuals
3.03 Aims, objectives and outcomes
3.04 Structuring learning objectives and outcomes
3.05 Using Bloom’s Taxonomy to write learning outcomes
3.06 The PARR model
3.07 Considering risk
3.08 Patient involvement
3.09 Maintaining interest
3.10 The Lesson Plan
3.11 Preparing slides and flipcharts
Chapter 4: Teaching Delivery
4.01 Listening
4.02 Heron’s Interventions
4.03 1-to-1 teaching
4.04 How can questions be used in teaching?
4.05 Group dynamics
4.06 Critique, feedback and the learning process
4.07 Frameworks for review and reflection
4.08 Giving feedback
4.09 Seeking feedback
4.10 Methods to assist memory
4.11 Presenting and giving a lecture
4.12 Blocks to learning
Chapter 5: Curriculum Planning
5.01 Overview of a curriculum
5.02 Developing a scheme of work
5.03 Organisational management of lessons
5.04 The Hidden Curriculum
5.05 Educational strategies and the curriculum
5.06 Summary of curriculum models
Chapter 6: Assessment
6.01 Clarifying assessment, appraisal and evaluation
6.02 The role and design of assessment
6.03 Assessment to support learning
6.04 Formative versus summative assessment
6.05 Reliability and validity of assessment
6.06 Work-based, skill-based and written assessments
Chapter 7: Final Thoughts
7.01 Summary
7.02 Reflective learning statement
Appendix
A.01 Examples of topics to practice teaching
A.02 References and further reading
