Understanding medical education : evidence, theory and practice

Cover; Title page; Copyright page; Contents; Contributors; Foreword to the second edition; Preface; Part 1: Foundations; 1: Understanding medical education; What is medical education?; Challenges and preoccupations; Scholarship and the pursuit of excellence; 2: Teaching and learning in medical education: How theory can inform practice; Introduction; Adult learning principles; Andragogy; Implications for educational practice; Social cognitive theory; Basic human capabilities; Self-efficacy; Implications for educational practice; Reflection and reflective practice; Models of reflective practice; Implications for educational practiceTransformative learning; Implications for educational practice; Self-directed learning; Implications for educational practice; Experiential learning; Implications for educational practice; Situated learning; Implications for educational practice; Learning in communities of practice; Virtual communities of practice; Implications for educational practice; Connections; Acknowledgement; 3: Principles of curriculum design; Introduction; What is curriculum?; Definition; Standards for design; A note of caution; Curriculum in context; Factors that influence curriculum designCurriculum models; Theories of learning; Theory and practice of the discipline; The purpose and components of curriculum design; Steps in curriculum design; How do we express the overall purpose of an educational programme?; How does the curriculum design allow for local choice?; How can we describe specific intended achievements?; How will the programme be organised?; How do we determine the experiences that will further those purposes?; How can we determine whether the purposes are being attained?; 4: Quality in medical education; What is quality?; A critical approach to qualityDiscourses of quality; Managerial; Economic; Political; Scientific; Aesthetic; Ethical; Professional; Quality and safety: risk and regulation; From self-regulation to watchdog compliance; From assembly to monitory democracy; How well do quality frameworks evaluate the quality of pedagogy?; Conclusions; Part 2: Educational Strategies; 5: Problem-based learning; What is problem-based learning?; Problems; Characteristics of problems; Sources of problems; Problem selection; Facilitators/tutors; Selection and training of facilitators; How many facilitators per group?; Small groups Optimal size; Composition; Structure and roles; Time management; Resources; Space requirement; Computing resources; Instructional resources; Creature comforts; Standardised patients; Organisation and grading; Administration and governance; Programme evaluation; Grading systems; Student evaluation; Multiple-choice exams; Short-answer questions; Essay and modified essay questions; Simulations; Triple-jump exercise; Objective-Structured Clinical Exams; Peer evaluations; Facilitator evaluations; Self-evaluations; The theoretical basis for problem-based learning; Information-processing theory.

In this new and extensively updated second edition, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice. This authoritative and accessible reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first 'port-of-call' for anyone engaged in medical education as an academic discipline. Exploring medical education in all its diversity and containing all you need in one place, Understanding Medical Education is the ideal reference not only for medical educators, but for anyone involved in the development of healthcare professionals, in whatever discipline wherever they are in the world.