Oxford Textbook of Medical Education

Paperback | April 2, 2016

EditorKieran Walsh

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Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour thatdoctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects ofthis discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international.

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Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour thatdoctors need. The book explicitly states what ...

Dr Kieran Walsh is Clinical Director of BMJ Learning - the education service of the BMJ Group. He is responsible for the editorial direction of BMJ Online Learning, BMJ Masterclasses and BMJ onExamination. He has written over 200 articles for publication - mainly in the field of medical education. He has previously written two books - ...

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Format:PaperbackDimensions:776 pages, 10.87 × 8.62 × 1.12 inPublished:April 2, 2016Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0198785712

ISBN - 13:9780198785712

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Table of Contents

Part 1 Introduction1. IntroductionPart 2 Curriculum2. Curriculum design in context3. Problem-based learning4. Interprofessional education: learning together in health and social care5. Student choice in the undergraduate curriculum: student-selected components6. Integrated learning7. Instructional design for medical education8. Using concept maps in medical education9. Creating the learning environmentPart 3 Identities10. Identities, self and medical education11. Personality and medical education12. Medical education and its context in societyPart 4 Delivery13. Small group learning14. Large group teaching15. E-learning16. Simulation-based medical education17. Simulated patients in medical education18. Work-based learning19. Learning in ambulatory care20. The humanities in medical education21. Study skillsPart 5 Supervision22. Educational supervision23. Mentoring24. Professionalism25. The resident as teacher26. Students learning to teach27. Patient involvement in medical educationPart 6 Stages28. Undergraduate medical education29. Postgraduate medical education30. Continuous professional development31. Remediation32. Transitions in medical educationPart 7 Selection33. Selection into medical education34. Student dropout in medical educationPart 8 Assessment35. Principles of assessment36. Setting standards37. Choosing instruments for assessment38. Test-enhanced learning39. Assessing learners' needs40. Self-regulated learning in medical education41. Formative assessment42. Technology enhanced assessment in medical education43. Assessing professionalism44. Assessment in the context of relicensure45. Objective structured clinical examinations46. Workplace-based assessment47. Written assessment48. Successful feedback: embedded in the culturePart 9 Quality49. Evaluation50. Continuous quality improvement51. Cost and value in medical educationPart 10 Research and scholarship52. Theoretical perspectives in medical education research53. Quantitative methods in medical education54. Qualitative research in medical education55. Publishing in medical education56. Scholarship in medical educationPart 11 Global medical education57. Medical education in developing countries58. Medical education in the emerging market economiesPart 12 The future59. The future of health professional education60. Faculty development for teaching improvement: from individual to organisational change61. Educational leadership

Editorial Reviews

"This then is the book for the modern clinical teacher. It is a comprehensive and evidence based guide to all those who have a role or an interest in the training and education of doctors. And, unlike many other textbooks in the field, it covers the educational principles, the underpinningevidence, and the application of what is known to all aspects of medical education from curriculum design to standard setting for assessment, and from selecting students for medical school to continuing professional development of practicing clinicians." --John Bligh, Professor of Medical Education, Cardiff University, UK