Section 1 The roles and competences of a "good" teacher
- What is a good teacher?.
- Understanding basic educational principles.
- Being an enthusiastic and passionate teacher
- Knowing what works best.
- Checking your performance as a teacher and keeping up-to-date.
Section 2 Defining Learning outcomes
- The need for an outcome-based approach.
- Specifying learning outcomes and competencies.
- Describing and communicating the learning outcomes.
- Implementing an outcome-based approach in practice.
Section 3 Organising the learning programme
- What constitutes a curriculum
- Ten questions to ask when planning a curriculum
- Sequencing the content and the spiral curriculum.
- Adopting a student-centred approach
- Building learning around problems and clinical presentations
- Using an integrated and inter-professional approach
- Making the apprenticeship model and work-based learning more effective.
- Building options into a core curriculum
- Recognising the importance of the education environment.
- Mapping the curriculum
Section 4 Facilitating learning
- The teachers toolkit
- The lectures and teaching with large groups
- Learning in small groups.
- Independent learning
- Teaching and learning in the clinical context
- Simulation of the clinical experience
- Churchill Livingstone
- eBook ISBN:
Professor Emeritus Medical Education, University of Dundee, UK; General Secretary, Association for Medical Education in Europe (AMEE).
Formerly Assistant Director, Education Development Unit, Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, Dundee, UK