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2013 BMA Medical Book Awards Highly Commended in Basis of Medicine! Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers… Read more
LIMITED OFFER
Immediately download your ebook while waiting for your print delivery. No promo code is needed.
2013 BMA Medical Book Awards Highly Commended in Basis of Medicine!
Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors’ extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels.
About the authors
Ronald M Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at Al-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards.
Jennifer M Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges.
Section 1 The roles and competences of a "good" teacher
Section 2 Defining Learning outcomes
Section 3 Organising the learning programme
Section 4 Facilitating learning
Section 5 Assessing the progress of the learner
Section 6 Today’s teacher and tomorrow’s doctors
Further reading
Appendices
RH
JL