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Oxford Textbook of Medical Education.
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 that doctors...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
[Oxford] :
Oxford University Press,
2013.
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| Colección: | Oxford Textbook.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Contents; About the editor; Contributors; Abbreviations; PART 1 Introduction; 1. Introduction; PART 2 Curriculum; 2. Curriculum design in context; 3. Problem-based learning; 4. Interprofessional education: learning together in health and social care; 5. Student choice in the undergraduate curriculum: student-selected components; 6. Integrated learning; 7. Instructional design for medical education; 8. Using concept maps in medical education; 9. Creating the learning environment; PART 3 Identity; 10. Identities, self and medical education; 11. Personality and medical education.
- 12. Medical education and its context in societyPART 4 Delivery; 13. Small group learning; 14. Large group teaching; 15. E-learning; 16. Simulation-based medical education; 17. Simulated patients in medical education; 18. Work-based learning; 19. Learning in ambulatory care; 20. The humanities in medical education; 21. Study skills; PART 5 Supervision; 22. Educational supervision; 23. Mentoring; 24. Professionalism; 25. The resident as teacher; 26. Students learning to teach; 27. Patient involvement in medical education; PART 6 Stages; 28. Undergraduate medical education.
- 29. Postgraduate medical education30. Continuing professional development; 31. Remediation; 32. Transitions in medical education; PART 7 Selection; 33. Selection into medical education, training and practice; 34. Study dropout in medical education; PART 8 Assessment; 35. Principles of assessment; 36. Setting standards; 37. Choosing instruments for assessment; 38. Test-enhanced learning; 39. Assessing learners' needs; 40. Self-regulated learning in medical education; 41. Formative assessment; 42. Technology enhanced assessment in medical education; 43. Assessing professionalism.
- 44. Assessment in the context of relicensure45. Objective structured clinical examinations; 46. Workplace-based assessment; 47. Written assessment; 48. Successful feedback: embedded in the culture; PART 9 Quality; 49. Evaluation; 50. Continuous quality improvement; 51. Cost and value in medical education; PART 10 Research and scholarship; 52. Theoretical perspectives in medical education research; 53. Quantitative research methods in medical education; 54. Qualitative research in medical education; 55. Publishing in medical education; 56. Scholarship in medical education.
- PART 11 Global medical education57. Medical education in developing countries; 58. Medical education in the emerging market economies; PART 12 The future; 59. The future of health professional education; 60. Faculty development for teaching improvement: from individual to organizational change; 61. Educational leadership; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Z.