A handbook for medical teachers, 4th ed.

PREFACE CHAPTER ONE: HELPING STUDENTS LEARN Introduction How students learn Non-traditional students and their learning Using new technology and learning Learning more effectively Guided reading CHAPTER TWO: TEACHING IN LARGE GROUPS Introduction The context of large group teaching What about non-traditional students? Preparing for large group teaching Presenting the large group teaching session What active learning strategies are available? Using teaching materials and technology When things go wrong Evaluating large group teaching A concluding thought – if you must ‘lecture’ Guided reading CHAPTER THREE: TEACHING IN SMALL GROUPS Introduction The importance of small group teaching What is small group teaching? Managing a small group Structure in small group teaching Introducing stimulus materials Alternative small group discussion techniques Using technology for teaching small groups Evaluating small group teaching When things go wrong Guided reading CHAPTER FOUR: MAKING A PRESENTATION AT A CONFERENCE Introduction Presenting a paper Preparing the paper Preparing the abstract and your contribution to the proceedings of the conference What you should do on the day Preparing a conference poster ix 1 2 2 5 6 7 12 15 16 16 17 19 23 27 31 33 35 36 36 39 40 40 41 42 44 46 46 50 50 51 53 55 56 56 56 61 62 64 v Chairing a conference session Guided reading CHAPTER FIVE: TEACHING PRACTICAL AND CLINICAL SKILLS Introduction The attributes of an effective clinical teacher Improving clinical teaching Improving the clinical tutorial Alternatives to traditional clinical teaching Techniques for teaching particular practical and clinical skills Teaching practical and laboratory classes Evaluating clinical and practical teaching Guided reading CHAPTER SIX: PLANNING A COURSE Introduction Who should be responsible for curriculum planning? Course content Students Aims and objectives Writing objectives Choosing methods and relating objectives to teaching and learning activities Relating objectives to the assessment methods Sequencing and organising the course Other course design considerations Evaluating the course Guided reading CHAPTER SEVEN: TEACHING IN A PROBLEM-BASED COURSE Introduction What is problem-based learning? Implementing problem-based learning Course design considerations Tutoring Staff resources for problem-based learning Guided reading CHAPTER EIGHT: ASSESSING THE STUDENTS Introduction The purposes of assessment What you should know about educational measurement Assessment methods Types of assessment Essay Short-answer and simple computation questions 66 69 71 72 72 73 75 78 80 84 87 87 89 90 91 91 93 96 96 100 103 104 106 107 108 109 110 110 111 112 118 120 121 125 126 126 128 134 134 134 136 vi Structured tests Objective tests Direct observation Oral Structured clinical/practical assessment Self-assessment The learning portfolio Assessing students with a disability Assessing students as groups Using technology in assessment Feedback to students Reporting the results of assessment Guided reading CHAPTER NINE: PREPARING LEARNING AND TEACHING MATERIALS USING TECHNOLOGY Introduction Basic principals in preparing learning and teaching materials Types of learning teaching materials and aids The overhead projector The 35-mm slide projector The video projector The whiteboard and blackboard Video and film Printed material Publishing material on the World Wide Web Using technology in learning and teaching Guided reading CHAPTER TEN THE EVALUATION OF LEARNING AND TEACHING Introduction The context of evaluation The evaluation of learning and teaching Bringing it all together: a framework for the evaluation of your teaching Guided reading APPENDIX ONE: WHERE TO FIND OUT MORE ABOUT MEDICAL EDUCATION Books and journals Training opportunities Overseas travel Organisations INDEX 139 140 148 151 151 153 156 158 159 160 161 162 162 165 166 166 168 168 172 174 175 176 179 181 183 184 187 188 189 193 198 206 209 210 212 212 212 215 viiStructured tests Objective tests Direct observation Oral Structured clinical/practical assessment Self-assessment The learning portfolio Assessing students with a disability Assessing students as groups Using technology in assessment Feedback to students Reporting the results of assessment Guided reading CHAPTER NINE: PREPARING LEARNING AND TEACHING MATERIALS USING TECHNOLOGY Introduction Basic principals in preparing learning and teaching materials Types of learning teaching materials and aids The overhead projector The 35-mm slide projector The video projector The whiteboard and blackboard Video and film Printed material Publishing material on the World Wide Web Using technology in learning and teaching Guided reading CHAPTER TEN THE EVALUATION OF LEARNING AND TEACHING Introduction The context of evaluation The evaluation of learning and teaching Bringing it all together: a framework for the evaluation of your teaching Guided reading APPENDIX ONE: WHERE TO FIND OUT MORE ABOUT MEDICAL EDUCATION Books and journals Training opportunities Overseas travel Organisations INDEX 139 140 148 151 151 153 156 158 159 160 161 162 162 165 166 166 168 168 172 174 175 176 179 181 183 184 187 188 189 193 198 206 209 210