Books by Subject
- 2010 ebraryedited by Peter Cantillon, Diana Wood.Applying educational theory in practice / David M. Kaufman -- Course design / John Bligh and Julie Brice -- Collaborative learning / Diana Wood -- Evaluation / Jillian Morrison -- Teaching large groups / Peter Cantillon -- Teaching small groups / David Jaques -- Feedback in medical education : skills for improving learner performance / Joan Sargeant and Karen Mann -- Learning and teaching in the clinical environment / John Spencer -- Written assessment / Lambert W.T. Schuwirth and Cees P.M. van der Vleuten -- Skill-based assessment / Val Wass -- Work-based assessment / John Norcini and Eric Holmboe -- Direct obvservation tools for workplace-based assessment / Peter Cantillon and Diana Wood -- Learning environment / Jill Thistlethwaite -- Creating teaching materials / Jean Ker and Anne Hesketh -- Learning and teaching professionalism / Sylvia R. Cruess and Richard L. Cruess -- Making it all happen : faculty development for busy teachers / Yvonne Steinert -- Supporting students in difficulty / Dason Evans and Jo Brown.
- 2013 SpringerLaura Weiss Roberts, editor.Attaining professional success and finding personal happiness in academic medicine is not an easy path, yet both are critical if the future is to be brighter through better science, better clinical care, better training, better responsiveness to communities, and better stewardship and leadership in the health professions. This concise, easy to read title consists of "mini" chapters intended as a resource to assist early- and middle-career physicians, clinicians, and scientists in understanding the unique mission of academic medicine and building creative, effective, and inspiring careers in a challenging field.
- 2009 ebrary, Limited to 1 simultaneous usersPeter Seldin, J. Elizabeth Miller.
- 2006 SpringerRichard B. Gunderman.Education matters -- Theoretical insights -- Understanding learners -- Promoting learners -- Educational excellence -- Educational technique -- Obstacles to excellence -- Organizational excellence -- Center of excellence -- Educational leadership.Also available: Print – 2006
- Advanced initiatives in interprofessional education in Japan : Japan Interprofessional Working and Education Network2010 SpringerHideomi Watanabe, Misako Koizumi (eds.).
- v. 1-, 2011- Springer
- Advancing social justice : tools, pedagogies, and strategies to transform your campus. First edition. [1st ed.]2013 ebrary, Limited to 1 simultaneous usersTracy Davis, Laura M. Harrison ; foreword by Larry D. Roper.
- 2000Robert Boice.Nihil nimus is a guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working.--From publisher description.
- 2013 SpringerRichard Colgan.Part I. Inspirational Perspectives from History -- -- Introduction -- Ancient times -- Chinese and medieval medicine -- The twentieth century -- Modern masters -- -- Part II. Practical Advice for the Modern-Day Healer -- -- Survival tips for the younger clinician -- Civility -- Lessons learned from private practice -- A doctor's journal -- Heal thyself -- The healer.
- 2009 ebrary, Limited to 3 simultaneous usersedited by Steven M. Downing, Rachel Yudkowsky.Introduction to assessment in the health professions / Steven M. Downing and Rachel Yudkowsky -- Validity and its threats / Steven M. Downing and Thomas M. Haladyna -- Reliability / Rick D. Alexson and Clarence D. Kreiter -- Generalizability theory / Clarence D. Kreiter -- Statistics of testing / Steven M. Downing -- Standard setting / Rachel Yudkowsky, Steven M. Downing, and Ara Tekian -- Written tests : constructed-response and selected-response formats / Steven M. Downing -- Observational assessment / William C. McGahie, John Butter, and Marsha Kaye -- Performance tests / Rachel Yudkowsky -- Simulations in assessment / William C. McGahie and S. Barry Issenberg -- Oral examinations / Ara Tekian and Rachel Yudkowsky -- Assessment portfolios / Ara Tekian and Rachel Yudkowsky.
- Becoming a consummate clinician : what every student, house officer, and hospital practitioner needs to know2012 WileyAry L. Goldberger, Zachary D. Goldberger."The Consummate Clinician offers hospital-based physicians an organizing framework for coping with daily challenges both in patient care and in teaching. The book describes in a highly formatted, easily accessible way exactly how physicians and physicians-in-training can think critically and act decisively in this age of medical information overload. Special emphasis is on (1) error avoidance and reduction - a topic that has long been championed by hospitalists, (2) efficient practice management for best patient outcomes and improved cost control, (3) the use of evidence-based medicine, and (4) improving communication among and between physicians and other staff in the hospital setting. Using real-world clinical examples and scenarios, the book focuses on essential topics, many of which tend to fall between the cracks of print and electronic resources. Pearls and pitfalls of gathering, processing, and communicating medical information are presented, but more than these, this book is meant as a kind of clinical GPS--a way of helping hospital-based physicians find their clinical coordinates and keep their bearings in the face of new challenges and uncertainties. In addition to the clinical scenarios featured throughout, additional mini-cases are collected at the end of the book. The over-arching goal of this new resource is to enrich the way hospital-based physicians think about diagnosis, therapy, and prognosis, especially at the warp-speed of "ward world," which increasingly lurches between the frazzled and the frantic"--Provided by publisher.
- 2011 ebraryedited by Gerd Gigerenzer and J.A. Muir Gray.Health literacy : is the patient the problem? -- Launching the century of the patient / Gerd Gigerenzer and J.A. Muir Gray -- When misinformed patients try to make informed health decisions / Wolfgang Gaissmaier and Gerd Gigerenzer -- Reducing unwarranted variation in clinical practice by supporting clinicians and patients in decision making / Albert G. Mulley, Jr., and John E. Wennberg -- Do patients want shared decision making and how is this measured? / Martin Hañrter and Daniela Simon -- Health illiteracy : roots in research -- Health research agendas and funding / David E. Nelson -- Reporting of research : are we in for better health care by 2020? / Holger Schanemann, Davina Ghersi, Julia Kreis, Gerd Antes, and Jean Bousquet -- Medical journals can be less biased / J.A. Muir Gray -- What is needed for better health care : better systems, better patients or both? / Markus A. Feufel, Gerd Antes, Johann Steurer, Gerd Gigerenzer, J.A. Muir Gray, Marjukka MÃñkelÃñ, Albert G. Mulley, Jr., David E. Nelson, Jay Schulkin, Holger Schanemann, John E. Wennberg, and Claudia Wild -- Health illiteracy : spread to the public -- Statistical illiteracy in doctors / Odette Wegwarth and Gerd Gigerenzer -- Statistical illiteracy in journalism : are its days numbered? / Bruce Bower -- Improving health care journalism / Holger Wormer -- Barriers to health information and building solutions / Talya Miron-Shatz, Ingrid Mahlhauser, Bruce Bower, Michael Diefenbach, Ben Goldacre, Richard S.W. Smith, David Spiegelhalter, and Odette Wegwarth -- Health care 2020 -- How can better evidence be delivered? / Norbert Donner-Banzhoff, Hilda Bastian, Angela Coulter, Glyn Elwyn, Gunther Jonitz, David Klemperer, and Wolf-Dieter Ludwig -- The drug facts box : making informed decisions about prescription drugs possible / Lisa M. Schwartz and Steven Woloshin -- Reengineering medical education / David A. Davis -- The chasm between evidence and practice : extent, causes, and remedies / Richard S.W. Smith -- The future of diagnostics : from optimizing to satisficing / Henry Brighton -- Direct-to-consumer advertising : status quo and suggestions to enhance the delivery of independent medication information / Wolf-Dieter Ludwig and Gisela Schott -- How will health care professionals and patients work together in 2020? : a manifesto for change / Ralph Hertwig, Heather Buchan, David A. Davis, Wolfgang Gaissmaier, Martin Harter, Kai Kolpatzik, France LÃgarÃ, Norbert Schmacke, and Holger Wormer.
- 2015Damon Tweedy, M.D.When Tweedy began medical school, he envisioned a bright future where his segregated, working-class background would become irrelevant. Instead he found himself grappling with race, bias, and the unique health problems of black Americans, and met a professor who bluntly questioned whether he belonged in medical school. In examining the complex ways in which both black doctors and patients must navigate the difficult and often contradictory terrain of race and medicine, he illustrates the complex social, cultural, and economic factors at the root of most health problems in the black community.
- 2013 ebrary, Limited to 1 simultaneous usersRachel Prentice.In Bodies in Formation, anthropologist Rachel Prentice enters surgical suites increasingly packed with new medical technologies to explore how surgeons are made in the early twenty-first century.
- Clinical psychology for trainees : foundations of science-informed practice. Second edition. [2nd ed.]2015 Cambridge[edited by] Andrew C. Page, Werner G.K. Stritzke.1. A science-informed model of clinical psychology practice; 2. Relating with clients; 3. Assessing clients; 4. Monitoring client progress; 5. Linking assessment to treatment: case formulation; 6. Treating clients; 7. Brief interventions; 8. Group treatment; 9. Program evaluation; 10. Case management; 11. Supervision; 12. Managing ruptures in therapeutic alliance; 13. Respecting the humanity of clients: cross-cultural and ethical aspects of practice; 14. Working in rural and remote settings; 15. Psychologists as health care providers; Index.
- 2013 SpringerKris van de Poel, Eddy Vanagt, Ulrike Schrimpf, Jessica Gasiorek.Around the world, the number of internationally mobile medical professionals is steadily increasing, posing potential difficulties for the good communication with patients and colleagues that is vital to satisfactory outcomes and personal professional success. Communication Skills for Foreign and Mobile Medical Professionals is an evidence-based communication resource book designed for all medical professionals who work in foreign countries, cultures, and languages. It offers a wealth of insights into doctor-patient communication, structured around the different phases of the consultation.
- 2011 ebraryedited by Dennis K. Wentz.The only full-scale history of continuing medical education and its future.
- Creating significant learning experiences : an integrated approach to designing college courses. Rev. and updated edition.2013 ebrary, Limited to 1 simultaneous usersL. Dee Fink."In this thoroughly updated edition of L. Dee Fink's bestselling classic, he discusses new research on how people learn, active learning, and the effectiveness of his popular model adds more examples from online teaching; and further focuses on the impact of student engagement on student learning. The book explores the changes in higher education nationally and internationally since the publication of the previous edition, includes additional procedures for integrating one's course, and adds strategies for dealing with student resistance to innovative teaching. This edition continues to provide conceptual and procedural tools that are invaluable for all teachers when designing instruction. It shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses that will result in significant learning for students"-- Provided by publisher.
- 2015edited by Patricia A. Thomas, David E. Kern, Mark T. Hughes, Belinda Y. Chen.Overview : a six-step approach to curriculum development / David E. Kern -- Step 1 : problem identification and general needs assessment / Belinda Y. Chen and Eric B. Bass -- Step 2 : targeted needs assessment / Mark T. Hughes -- Step 3 : goals and objectives / Patricia A. Thomas -- Step 4 : educational strategies / Patricia A. Thomas -- Step 5 : implementation / Mark T. Hughes -- Step 6 : evaluation and feedback / Brenessa Lindeman and Pamela A. Lipsett -- Curriculum maintenance and enhancement / David E. Kern and Patricia A. Thomas -- Dissemination / David E. Kern and Eric B. Bass -- Curriculum development for larger programs / Patricia A. Thomas.
- Diversity in U.S. Medical Schools: Revitalizing Efforts to Increase Diversity in a Changing Context, 1960s-2000s2009Phillip R. Lee and Patricia E. Franks.Executive summary -- Preface -- ch. 1. Changing opportunities and challenges for medical schools: from desegregation to affirmative action to promoting diversity in an anti-affirmative action environment -- ch. 2. Increasing access to U.S. medical schools for diverse populations: demographic, education, and medical school trends, 1960s-2000s, graduate medical education, and the U.S. physican workforce -- ch. 3. The Changing federal context -- ch. 4. California's people: demographic transformation, educational trends, and challenges for medical school and physician diversity -- ch. 5. California's changing policy context -- ch. 6. The University of California: the changing policy context of a public university -- ch. 7. Stanford University: the changing policy context of a private university -- ch. 8. Case studies of diversity: UCSF and Stanford medical schools -- ch. 9. Recommendations: opportunities for action to increase diversity -- Appendix 1. Archival research -- Appendix 2. Key informant interviews -- Appendix 3. Oral history interviews -- Appendix 4. Selected key reports related to diversity in medical schools and the health professions and the physician workforce.
- 2010 ebraryMolly Cooke, David M. Irby, Bridget C. O'Brien ; foreword by Lee S. Shulman.Based on a study of physician education by the Carnegie Foundation for the Advancement of Teaching. Calls for a major overhaul of the present approach to preparing doctors for their careers. The text addresses issues for the future of the field and takes a comprehensive look at the most pressing concerns in physician education today.-- excerpted from publisher notes.
- 2016 SpringerSusan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver, editors.Foreword -- How can e-learning support PBL groups? A systematic literature review -- How do students use their mobile devices in PBL? -- Are Wikipedia articles and YouTube videos reliable resources in problem-based learning curricula -- Peeking behind the curtain of PBL learning processes: An ethnographic study among medical students -- Video as context and conduit for problem-based learning -- PBL facilitation with interactive whiteboards: An interactional ethnography -- E-learning for e-health: Improving concepts to improve curriculum -- The deteriorating patient Smartphone app: Serious game design -- Mobile just-in-time situated learning resources for surgical clerkships -- Utilising mobile electronic health records in clinical education -- EEG and dental simulators indicate skill-learning pathways -- Impact of haptic simulation on dental student performance -- Opportunities of a virtual reality training environment in dental education -- Measuring emotions in medicine: Methodological and technological advances within authentic medical learning environments.
- 2015 SpringerMustafa Karahan, Gino M.M.J. Kerkhoffs, Pietro Randelli, Gabriëlle J.M. Tuijthof, editors.This book explains how training in arthroscopic skills is best carried out in order to keep up to date with advances in arthroscopy, meet the ever-increasing demand for high-quality care, and respond to changes in available training time. State of the art developments regarding tools, performance monitoring, and learning strategies are presented, and practical guidelines provided for direct implementation in daily clinical practice. The coverage of simulation-based training ranges from the use of wet labs and box trainers through to sophisticated virtual reality simulators. Subsequent sections on objective performance tracking of training outside and in the operating room cover a variety of key aspects, including psychomotor learning, the adequacy of performance measures, evidence-based thresholds, preclinical training strategies, the role of global rating scales, and video tools. As a result of the success of arthroscopy, its role in the orthopaedic armamentarium is continuously increasing and ever more complex surgeries are being performed arthroscopically. Effective training in arthroscopy is essential to good outcomes. The guidance provided in this book by acknowledged experts in the field will assist in improving the efficiency and effectiveness of arthroscopic training and in enhancing patient safety.
- 2013 Wileyedited by Traci L. Thoureen, Sara B. Scott."This book is written and designed to provide medical educators in emergency medicine with resource for integrating medical simulation into their teaching practices. Material is provided in the form of clinical cases which are drawn from a diverse group of faculty authors from a range of major teaching centers. The cases provide readers with a full spectrum of pathology. Moreover, each case is formatted and annotated so that it can be tailored to novice or advanced learners, and easily deployed in a diversity of settings. Valuable "tips or tricks" accompany images patient data. Overall, this book is deal for use by EM educators as part of a tailored teaching and assessment portfolio"--Provided by publisher.
- 2013 Wileyedited by Kirsty Forrest, Judy McKimm, Simon Edgar.Essential simulation in clinical education / Judy McKimm and Kirsty Forrest -- Medical simulation : the journey so far / Aidan Byrne -- The evidence what works, why and how? / Doris Ostergaard and Jacob Rosenberg -- Pedagogy in simulation-based training in health care / Peter Dieckmann and Charlotte Ringsted -- Assessment / Thomas Gale and Martin Roberts -- The roles of faculty and simulated patients in simulation / Bryn Baxendale, Frank Coffey, and Andrew Buttery -- Surgical technical skills / Rajesh Aggarwal and Amit Mishra -- The non-technical skills / Nikki Maran, Simon Edgar, and Alistair May -- Teamwork / Jennifer Weller -- Designing effective simulation activities / Joanne Barrott ... [et al.] -- Distributed simulation / Jessica Janice Tang ... [et al.] -- Providing effective simulation activities / Walter J Eppich, Lanty O'Connor, and Mark Adler -- Simulation in practice / edited by Jean Keri -- The future for simulation.
- 2016Committee on Educating Health Professionals to Address the Social Determinants of Health, Board on Global Health, Institute of Medicine, National Academies of Sciences, Engineering, and Medicine."The World Health Organization defines the social determinants of health as "the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life." These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. In an era of pronounced human migration, changing demographics, and growing financial gaps between rich and poor, a fundamental understanding of how the conditions and circumstances in which individuals and populations exist affect mental and physical health is imperative. Educating health professionals about the social determinants of health generates awareness among those professionals about the potential root causes of ill health and the importance of addressing them in and with communities, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. Recently, the National Academies of Sciences, Engineering, and Medicine convened a workshop to develop a high-level framework for such health professional education. A Framework for Educating Health Professionals to Address the Social Determinants of Health also puts forth a conceptual model for the framework's use with the goal of helping stakeholder groups envision ways in which organizations, education, and communities can come together to address health inequalities"--Publisher's description.
- 2016 SpringerSomnath Mookherjee, Ellen M. Cosgrove, editors.
- 2012 SpringerSandra L. Christenson, Amy L. Reschly, Cathy Wylie, editors.pt. 1. What is student engagement? -- pt. 2. Engagement as linked to motivational variables -- pt. 3. Engagement and contextual influences -- pt. 4. Student engagement : determinants and student outcomes -- pt. 5. Measurement issues, instruments, and approaches.
- 2013 WileyMike Davis, Judy McKimm, Kirsty Forrest.This important book offers an introduction to the theory and the varying types of assessment for health care professionals. The book includes information on such topics as Where have work based assessments come from?; Why do we have different parts to the same exam like MCQs and OSCEs?; How do colleges decide who has passed or not?; Why can people pick their own assessors for their MSF?; The role of formative assessment Portfolios and their value. The book avoids jargon, is clear and succinct, and gives the pros and cons of the different assessment processes.
- 2013 ebraryWestwood, Olwyn M. R.Principles of assessment / Olwyn Westwood and Ann Griffin -- Assessment of knowledge / Steve Capey -- Development of skills competence assessment / Alison Sturrock -- Assessment of performance / Gavin Johnson and Allison Wiseman -- Assessment of professionalism / Deborah Gill -- Setting the standard in assessments / Steve Capey -- Feedback and assessment / Ann Griffin, Sophie Park, and Catherine O'Keeffe -- Psychometrics in medical education assessments / Katherine Woolf -- Examiners and examination boards / Olwyn Westwood -- Future developments in assessment and feedback / Jane Dacre.
- 2012 WileyPeter Donnelly, Joel Benson, Paul Kirk.E-learning : what is it? -- Evidence e-learning works -- Using e-learning to teach -- Access to e-learning -- Examples of technology in use -- E-learning qualifications -- Research -- Looking towards the future.
- 2014 WileyMary Seabrook.Creating an effective learning environment -- Teaching in clinical contexts -- Workplace-based assessment and feedback -- Common problems in clinical teaching -- Next steps.
- 2009 SpringerStephen E. Brock, Shane R. Jimerson, Robin L. Hansen.ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. This book offers guidance on conducting psycho educational assessments of children with ADHD. It is suitable for school psychologists, and mental health professionals.
- 2009 SpringerCatherine Christo, John M. Davis, Stephen E. Brock."As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention. This volume equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs." "As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come."--BOOK JACKET.
- 2014 SpringerEta S. Berner, editor.This book reviews and defines the current state of the art for informatics education in medicine and health care. This field has undergone considerable change as the field of informatics itself has evolved. Twenty years ago almost the only individuals involved in health care who had even heard the term "informatics" were those who identified themselves as medical or nursing informaticians. Today, we have a variety of subfields of informatics including not just medical and nursing informatics, but informatics applied to specific health professions (such as dental or pharmacy informatics), as well as biomedical informatics, bioinformatics and public health informatics. Informatics Education in Health Care addresses the broad range of informatics education programs available today. The Editor and very experienced internationally recognized informatics educators who have contributed to this work have made the tacit knowledge explicit and shared some of the lessons they have learned. This book therefore represents the key reference for all involved in the informatics education whether they be trainers or trainees.
- 2009 Springeredited by Marian de Souza, Leslie J. Francis, James O'Higgins-Norman and Daniel G. Scott.Part 1. General Introduction -- Part I. The Psychology of Religion and Spirituality: Implications for Education and Wellbeing - An Introduction -- Part II. The Role of Spirituality in Human Development and Identity: An Introduction -- Part III. The Spiritual Dimension in Educational Programs and Environments to Promote Holistic Learning and Wellbeing: An Introduction.
- 2016 SpringerNyapati R. Rao, Laura Weiss Roberts, editors.Part I. Foundations -- Chapter 1. International Medical Graduate Physician Training in American Psychiatry: Where We Are and Where We Are Going -- Chapter 2. Graduate Medical Education and Career Paths -- Chapter 3. Core Competencies and the Next Accreditation System -- Chapter 4. Evaluation and Feedback -- Chapter 5. The Doctor-Patient Relationship -- Chapter 6. The Psychiatric Interview -- Chapter 7. The Biopsychosocial Formulation -- Chapter 8. Psychotherapy -- Chapter 9. Professionalism and Ethics -- Chapter 10. Legal Issues -- Chapter 11. Evidence-Based Medicine -- Chapter 12. Psychiatric Research -- Chapter 13. Child and Adolescent Psychiatry -- Chapter 14. Geriatric Psychiatry -- Chapter 15. Public Psychiatry -- Part II. Perspectives -- Chapter 16. From Immigrant to Practitioner: A Perspective -- Chapter 17. The History of International Medical Graduate Physicians in Psychiatry and Medicine in the United States: A Perspective -- Chapter 18. Identity Development for International Medical Graduate Physicians: A Perspective -- Chapter 19. Identity Issues Specific to Women and United States Citizens Graduating from International Medical Schools: A Perspective -- Chapter 20. Cultural Competence for International Medical Graduate Physicians: A Perspective -- Chapter 21. Training Needs of International Medical Graduate Physicians in Psychiatry: A Perspective -- Chapter 22. Globalization and Recruitment Strategies for International Medical Graduate Physicians: A Perspective.
- Inventaire des ressources scientifiques belges = : Inventaris van het belgisch wetenschappenlijk vermogen.v. 4, 1949.1. Sciences générales de l'homme -- 2. Sciences juridiques, politiques et économiques -- 3. Sciences pures et appliquées -- 4. Sciences médicales, biomédicales, pharmaceutiques et vetinaires.
- 2016 SpringerAnthony J. Viera, Rob Kramer, editors.Recognizing that medical faculty face different questions or issues in different stages of their careers, this handy, practical title offers a comprehensive roadmap and range of solutions to common challenges in the complex and changing Academic Medical Center (AMC). With critical insights and strategies for both aspiring and seasoned academicians, this handbook offers a concise guide for personal career development, executive skill acquisition, and leadership principles, providing actionable, targeted advice for faculty seeking help on a myriad of new issues and situations. Pressures in today's Academic Medical Center include significant changes to the healthcare system, competition for research funding, transformation of medical education, and recruitment and retention of the ever-evolving workforce. This dynamic environment calls for razor-sharp leadership and management effectiveness to stay competitive. AMC faculty aspire to formal leadership roles for a variety of reasons: to set a new vision, to create change, or to affect policy and resource decisions. For others, weariness of past leadership styles or mistakes may catalyze wanting a chance to set a different tone. Management and Leadership Skills for Medical Faculty: A Practical Handbook is a must-have resource for faculty in AMCs and anyone with a role in healthcare leadership. .
- 2012 ebrary[edited by] Beth Tamplet Ulrich.The preceptor role / Beth Tamplet Ulrich -- Learning : the foundation of precepting / Beth Tamplet Ulrich -- Precepting strategies / Beth Tamplet Ulrich -- Competence, critical thinking, clinical reasoning, clinical judgment and confidence / Beth Tamplet Ulrich -- Having a plan : developing and using objectives, goals, and outcomes / Karen Robbins and Mary S. Haras -- Communication / Laurie Shiparski -- Coaching / Laurie Shiparski -- Effectively using instructional technologies / Cathy Deckers, Thomas Doyle, and Wendy Jo Wilkinson -- Working with specific learner populations / Beth Tamplet Ulrich -- Assessing and addressing preceptee behavior and motivation / Cindy Lefton -- Pragmatics of precepting / Larissa Africa and Herilyn Ashlock -- For managers : selecting, supporting, and sustaining preceptors / Carol A. Bradley [and others] -- The practice of self-care to prevent burnout and create an optimal healing environment / Kim Richards.
- 2011 SpringerAlan Bleakley, John Bligh, Julie Browne."The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future." --Publisher description.
- 2012 ebrary, Limited to 1 simultaneous usersLois J. Zachary."Thoughtful and rich with advice, The Mentor's Guide explores the critical process of mentoring and presents practical tools for facilitating the experience from beginning to end. Now managers, teachers, and leaders from any career, professional, or educational setting can successfully navigate the learning journey by using the hands-on worksheets and exercises in this unique resource. Readers will learn how to: Assess their readiness to become a mentor, Establish the relationship, Set appropriate goals, Monitor progress and achievement, Avoid common pitfalls, Bring the relationship to a natural conclusion. The new edition of this best-selling volume includes expanded coverage of: Coaching as distinct from and similar to mentoring, Diversity and cultural differences between mentors and mentees, Mentoring at a distance, especially online, Connections to author's companion volumes, Creating a Mentoring Culture and The Mentee's Guide"-- Provided by publisher.
- 2014 WileySharon E. Straus, David L. Sackett.What is the evidence for mentorship? -- What are the characteristics and behaviors of effective mentors and mentees? -- How can you initiate mentorship? -- Some effective mentoring strategies and tactics : part 1, mentorship meetings, priority setting, and time-management -- Some effective mentoring strategies and tactics : part 2, protecting mentees from dys-opportunities -- Some effective mentoring strategies and tactics : part 3, mentoring for knowledge generation -- Some effective mentoring strategies and tactics : part 4, mentoring for knowledge dissemination -- Some effective mentoring strategies and tactics : part 5, mentoring for promotion, protection, and job prospects -- How can you assess, diagnose and treat mentorship that is in trouble? -- How can you initiate and maintain a mentorship progam? -- How can you evaluate the impact of a mentorship program? -- How can you scale up and sustain a mentorship program?.
- 2016 SpringerKeeley C. Harmon... [et al.].
- 2008 Springerby Emery A. Wilson, Jay A. Peran, D. Kay Clawson.
- 2015 SpringerLarry D. Florman, M.D.Chapter 1. Introduction -- Chapter 2. Mentors/Advisors -- Chapter 3. The Transition?Part 1 -- Chapter 4. Attire -- Chapter 5. The Little Black Book -- Chapter 6. Communications -- Chapter 7. Teaching and Learning -- Chapter 8. Surgery Suite Etiquette -- Chapter 9. The Clinics -- Chapter 10. Rounds -- Chapter 11. The Difficult -- Chapter 12. Documentation -- Chapter 13. Presentations -- Chapter 14. Mortality and Morbidity Conference -- Chapter 15. On Call -- Chapter 16. Family and Friends -- Chapter 17. Your Health -- Chapter 18. Medical?Legal -- Chapter 19 The System -- Chapter 20. The Boards -- Chapter 21 The 80-Hour Week -- Chapter 22. Research -- Chapter 23. The Interview -- Chapter 24. HIPAA -- Chapter 25. Social Media -- Chapter 26. Electronic Medical Records -- Chapter 27. Insurance, Managed Care -- Chapter 28. Vacations -- Chapter 29. Finances -- Chapter 30. Assorted Affairs -- Chapter 31. The Transition?Part 2 -- Chapter 32. The Mentor?s Wrap-Up -- Chapter 33. Epilogue -- Appendix A. Commonly Used Web-Based Sites -- Appendix B. Books of Interest. .
- 2014 ebraryCommittee to Review the State of Postdoctoral Experience in Scientists and Engineers, Committee on Science, Engineering, and Public Policy, Policy and Global Affairs, National Academy of Sciences, National Academy of Engineering, Institute of Medicine.The Postdoctoral Experience Revisited builds on the 2000 report Enhancing the Postdoctoral Experience for Scientists and Engineers. That ground-breaking report assessed the postdoctoral experience and provided principles, action points, and recommendations to enhance that experience. Since the publication of the 2000 report, the postdoctoral landscape has changed considerably. The percentage of PhDs who pursue postdoctoral training is growing steadily and spreading from the biomedical and physical sciences to engineering and the social sciences. The average length of time spent in postdoctoral positions seems to be increasing. The Postdoctoral Experience Revisited reexamines postdoctoral programs in the United States, focusing on how postdocs are being guided and managed, how institutional practices have changed, and what happens to postdocs after they complete their programs. This book explores important changes that have occurred in postdoctoral practices and the research ecosystem and assesses how well current practices meet the needs of these fledgling scientists and engineers and of the research enterprise. The Postdoctoral Experience Revisited takes a fresh look at current postdoctoral fellows--how many there are, where they are working, in what fields, and for how many years. This book makes recommendations to improve aspects of programs--postdoctoral period of service, title and role, career development, compensation and benefits, and mentoring. Current data on demographics, career aspirations, and career outcomes for postdocs are limited. This report makes the case for better data collection by research institution and data sharing. A larger goal of this study is not only to propose ways to make the postdoctoral system better for the postdoctoral researchers themselves but also to better understand the role that postdoctoral training plays in the research enterprise. It is also to ask whether there are alternative ways to satisfy some of the research and career development needs of postdoctoral researchers that are now being met with several years of advanced training. Postdoctoral researchers are the future of the research enterprise. The discussion and recommendations of The Postdoctoral Experience Revisited will stimulate action toward clarifying the role of postdoctoral researchers and improving their status and experience.
- 2010 SpringerJim A. Reekers.
- 2015 SpringerDouglas E. Mitchell, Robert K. Ream, editors.At the center of this book is the complex and perplexing question of how to design professional preparation programs, organizational management practices, public policy systems and robust professional associations committed to and capable of, maintaining confidence, trust and the other hallmarks of responsible professionalism. To do this, we need to rebuild our understanding of professional responsibility from the ground up. We describe how individuals might be prepared to engage in responsible professional service delivery, examine promising options for the reform of professional service systems and finally, outline a reform strategy for improving practice in education and medicine ? two essential public services. The nexus of the reform problem in professionalism is establishing a more robust and effective working relationship between teachers and their students; between health care professionals and their patients and between educators and health professionals. Professionalism means acceptance of professional responsibility for student and patient outcomes ? not just acceptance of responsibility for technical expertise, but commitment to the social norms of the profession, including trustworthiness and responsibility for client wellbeing. In the past, it may have been sufficient to assume that adequate knowledge can be shaped into standards of professional practice. Today, it is clear that we must take careful account of the ways in which practicing professionals develop, internalize and sustain professionalism during their training, along with the ways in which this commitment to professionalism may be undermined by the regulatory, fiscal, technological, political and emotional incentive systems that impinge on professional workplaces and professional employment systems.
- Pursuing the good life : an examination of purpose, meaningful engagement, and psychological well-being in emerging adulthood2009Matthew Joseph Bundick.Emerging adulthood represents a critical phase for the development of purpose in life, yet little is known about the process through which young people become purposeful, or what the lasting benefits of such purposefulness might be. The present investigation explored four primary hypotheses though three interconnected studies. The first hypothesis, addressed in Study 1 using cross-sectional data, posited that purpose and meaningful engagement would be associated with psychological well-being. The second hypothesis proposed a mediational model, wherein the relationship between meaningful engagement and psychological well-being would be mediated by purpose; this hypothesis was tested first with cross-sectional data in Study 1 and again using longitudinal data in Study 2. Third, a moderation hypothesis was tested on the temporal relationship between purpose and psychological well-being, specifically that the relationship would be stronger for those high in self-transcendent life goals. Finally, Study 3 tested an intervention hypothesis to see whether engaging in deep reflection on and discussion about one's life goals can increase purpose and, consequently, psychological well-being. The results showed partial confirmation of the hypotheses. The cross-sectional analyses showed strong relations among meaningful engagement, purpose, and psychological well-being, and provided support for the proposed mediational model. However, the longitudinal analyses did not show significant relations among the constructs. The moderation hypothesis provided evidence that the path from purpose to well-being was stronger for those high on self-transcendent life goals, suggesting psychological benefits of pursuing purposes beyond oneself (but not self-oriented life goals). Finally, there was a significant positive effect of engaging in deep discussion and reflection on one's life goals, toward both increased purpose and increased psychological well-being. Implications of these findings for higher education in particular are discussed, and directions for future research are presented.
- Questioning the premedical paradigm : enhancing diversity in the medical profession a century after the Flexner report2010 ebraryDonald A. Barr."One hundred years ago, Abraham Flexner's report on Medical Education in the United States and Canada helped establish the modern paradigm of premedical and medical education. Barr's research finds the system of premedical education that evolved to be a poor predictor of subsequent clinical competency and professional excellence, while simultaneously discouraging many students from under represented minority groups or economically disadvantaged backgrounds from pursuing a career as a physician. Analyzing more than fifty years of research, Barr shows that many of the best prospects are not being admitted to medical schools with long-term adverse consequences for the U.S. medical profession."--BOOK JACKET.
- 2012 Springeredited by Kathryn M. Hibbert, Rethy K. Chhem, Teresa Deven, Shih-chang Wang.Part 1. Evaluation and Assessment for Non-educators -- The Nature of Professional Expertise / Penelope Engel-Hills and Rethy K. Chhem -- Fundamentals of Assessment and Evaluation: Clarifying Terminology / Kathryn M. Hibbert, Teresa Van Deven and Soveacha Ros -- Competence in the Professions: Expanding Opportunities and Emerging Practices / Kathryn M. Hibbert and Rethy K. Chhem -- Medical Competency in Postgraduate Medical Training Programs / Thomas N. B. Pascual, Soveacha Ros, Penelope Engel-Hills and Rethy K. Chhem -- Part 2. Evaluation and assessment in Radiology education -- Philosophical Considerations in Educational Assessment / Richard B. Gunderman -- Competencies and Experiential Requirements in Radiology Training / Shih-chang Wang -- Accreditation and Evaluation of Programs: The Canadian Perspective / Kenneth A. Harris, Margaret A. Kennedy and Sarah Taber -- Assessment and Evaluation in a Transnational Radiodiagnosis Training Program / Shih-chang Wang -- Part 3. Case Studies: Theory into practice -- Strategies and Actions to Improve Risk Communication Competency in Radiation Medicine / Lawrence S. Lau, Kwan-Hoong Ng and Rethy K. Chhem -- Assessing Clinical Competence in Radiation Oncology Education / Eduardo Rosenblatt, Bruce G. Haffty and Jan Willem Leer -- Measuring Competence of Radiology Education Programs and Residents: The Egyptian Experience / Sahar N. Saleem and Youssriah Y. Sabri -- Assessing Residents in a Nuclear Medicine Physician Training Program: The Philippine Experience / Thomas N. B. Pascual, Jerry M. Obaldo, Teofilo O. L. San Luis and Marcela J. Leus -- Clinical Training in Medical Physics: IAEA Perspective / Ahmed Meghzifene, Donald Mclean, Debbie Van Der Merwe and Brian Thomas -- Assessing Diagnostic Radiology Training: The Singapore Journey / Bien-Soo Tan, Lynette L. S. Teo, Daniel E. S. Wong, Shaun X. J. M. Chan and Kiang-Hiong Tay -- Assessment of Radiation Oncology Medical Physics Residents: The London, Ontario (Canada) Experience / Jacob Van Dyk and Jerry J. Battista.
- 2007 ClinicalKeyDavid Rolston, Craig Nielson.Neurology -- Ophthalmology -- Otorhinolaryngology -- Pulmonology -- Cardiology -- Gastroenterology -- Psychiatry -- Rheumatology -- Orthopedics -- Dermatology -- Endocrinology -- Urology -- Obstetrics and gynecology -- Hematology and oncology -- Preventive medicine and misc topics -- Emergency medicine -- Pediatrics -- Surgery -- Radiology -- Infectious disease.
- 2015Matt McCarthy."This funny, candid memoir about the author's intern year at a New York hospital provides a scorchingly frank look at how doctors are made, taking readers into the critical care unit to see one burgeoning physician's journey from ineptitude to competence. After his professional baseball career failed to launch, Matt McCarthy went to Harvard Medical School and on to a coveted residency slot in New York. But when he almost lost a patient on his first day after making what he believed to be a terrible error, he found himself facing the harsh reality of a new doctor's life--one in which even overachievers find themselves humbled, and in which med school training has little to offer in navigating the emotional rollercoaster of dealing with actual patients. Luckily for McCarthy, his second-year-resident adviser (whom he calls "Baio", owing to a resemblance to a Charles in Charge-era Scott Baio) was an offbeat genius, with a knack for breaking down the complicated process of treating patients. But neither doctor could offer much help to a patient named Barney, who had been living in the hospital while waiting for a new heart, and whom McCarthy slowly befriended over the course of the year in ways that changed his perception of what it means to be a physician. Mixing the tense drama of ER with the screwball humor of Scrubs, McCarthy offers a window on to hospital life that dispenses with sanctimony and self-seriousness while emphasizing the black-comic paradox of becoming a doctor: How do you learn how to save lives in a job where there is no practice? This "One L for doctors" will inspire and entertain physicians and patients alike"-- Provided by publisher.
- 2014 SpringerAdina Kalet, Calvin L. Chou, editors.Defining and Assessing Competence -- An Example of a Remediation Program -- 'She Needs to Read More': Helping trainees who struggle with medical knowledge -- Remediation of Interpersonal and Communication Skills -- Remediation of Physical Exam Skills -- Assessing and Remediating Clinical Reasoning -- Remediating Lapses in Professionalism -- 'You said, I heard': Speaking the subtext in interracial conversations -- Learning Differences and Medical Education -- 'Well, This Is Awkward': Autism Spectrum Disorder in Medical Trainees -- Stress and Distress and Wellness -- Perspectives from a Psychiatrist in an Office of Advising Resources -- The Metacognitive Competency: The key to life-long learning -- Use of Reflection as a Remediation Tool -- Feedback -- Appreciative Coaching: A positive process for remediation -- Preparing Program Directors to Address Unprofessional Behavior -- The View from the Dean's Office -- Preparing to Conduct Remediation -- 'The Prognosis is Poor': When to give up -- A Research Agenda for the Field of Remediation -- Epilogue: A Student's Perspective on Remediation.
- 2011 ebraryCommittee to Study the National Needs for Biomedical, Behavioral, and Research Personnel, Board on Higher Education and Workforce, Policy and Global Affairs, National Research Council of the National Academies."Comprehensive research and a highly trained workforce are essential for the improvement of health and health care both nationally and internationally. Over the past 40 years the National Research Services Award (NRSA) Program has played a large role in training the workforce responsible for dramatic advances in the understanding of various diseases and new insights that have led to more effective and targeted therapies. In spite of this program, the difficulty obtaining jobs after the postdoc period has discouraged many domestic students from pursuing graduate postdoc training. In the United States, more than 50 percent of the postdoc workforce is made up of individuals who obtained their Ph. D.s from other countries. Indeed, one can make a strong argument that the influx of highly trained and creative foreigners has contributed greatly to U.S. science over the past 70 years. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences discusses a number of important issues, including: the job prospects for postdocs completing their training; questions about the continued supply of international postdocs in an increasingly competitive world; the need for equal, excellent training for all graduate students who receive NIH funding; and the need to increase the diversity of trainees. The book recommends improvements in minority recruiting, more rigorous and extensive training in the responsible conduct of research and ethics, increased emphasis on career development, more attention to outcomes, and the requirement for incorporating more quantitative thinking in the biomedical curriculum."--Publisher's description.
- 2012 SpringerMiguel A.R.B. Castanho, Gül Güner-Akdogan, editors.
- 2012Ho Lun Wong.The overall objective of this dissertation is to evaluate the impacts of three development programs in rural China. Specifically, I examine the impacts of investment into: a.) village infrastructure; b.) children health; and c.) children education in China's rural villages. To better understand how such investments can best be made, I proceed by writing three papers. In the first paper I seek to answer the question of how to build high quality and cost effective infrastructure in China's rural villages. I attempt to address a fundamental question of infrastructure investment--who is better at infrastructure investment. Should the village leadership or a government agency above the village finance and/or manage infrastructure projects? To answer this question, I take advantage of China's ambitious rural road building agenda in the recent years. My collaborators surveyed all road projects in 101 villages in rural China from 2003 to 2007. In the survey the quality and cost per kilometer of each road was measured. According to the analysis, road quality was higher when more of the project finance came from the government agency. Moreover, projects had lower costs per kilometer when the village leadership participated in the project's management. Overall, my findings suggest that to build high quality and cost effective roads, government agencies should finance/design road projects and the village leadership should participate in project management. In the second paper I report on the results of a randomized controlled trial that was conducted among over 2,000 children in 60 elementary schools in rural Shaanxi Province, Northwest China. I examine the effects of two separate interventions--a parental education treatment and an iron supplementation treatment--on the anemia status and educational performance of children in elementary schools in rural China. I find that providing children with daily iron supplements for six months improved the hemoglobin (Hb) levels and math test scores of children. The effects of the supplement treatment were larger among children who lived and boarded at home relative to children who lived and boarded at schools. In comparison, educating parents about nutrition and anemia only improved the Hb levels of non-boarding children and only raised the test scores of non-boarding children who were also baseline-anemic. In the third paper, I attempt to understand why preschool attendance in poor rural areas of China is low when preschool has been shown (internationally) to improve children's school readiness in many developing countries. To examine this question, I evaluate the impact of a voucher/conditional cash transfer (CCT) program, which is one possible policy intervention that the Chinese government is considering to increase attendance. The goal of the intervention is to help parents defray the cost of preschool on preschool attendance and raise school readiness. To meet this goal, I helped to conduct a (individual-level) randomized controlled trial among 150 children in a poor, rural county in China. The analysis shows that a one-year voucher/CCT intervention, consisting of a tuition waiver and a cash transfer conditional on attendance, raised attendance by 20 percentage points (or by 35 percent). However, the intervention did not have measurable impact on the school readiness of students. Based on these findings, I propose that one potential explanation for these findings is the poor quality of preschool education in rural China.
- 2009 AAMCreport of the AAMC-HHMI Committee.Presents a new framework for preparing students with the scientific know-how optimal for studying medicine and becoming physicians.
- 2016 SpringerHarry Owen.1 Introduction -- Part I -- 2 Early Examples of Simulation in Training and Healthcare -- 3 Simulation in Medical Science -- Part II -- 4 Simulation in Obstetrics and Midwifery -- Part III -- 5 Simulators and Teaching Aids Used in Teaching Medicine -- 6 Simulation in Surgery -- 7 Simulation in Oto-, Rhino-, and Laryngology -- 8 Simulation in the Treatment of Eye Disorders -- 9 Simulation in Nursing -- 10 Simulation and Teaching in Resuscitation and Trauma Management -- 11 Simulation in Dentistry and Dental Hygiene -- Index.
- 2012 SpringerHitendra R.H. Patel, Jean V. Joseph, editors.Lessons Learned from the Aviation Industry: Surgical Checklists / Stig Müller and Hitendra R. H. Patel -- Human Factors, Nontechnical Skills, and Surgical Training / Stig Müller, Waleed Al-Singary and Hitendra R. H. Patel -- Current State of Laparoscopic and Robotic Surgery / Jens J. Rassweiler, Marcel Hruza, Thomas Frede and Salvatore Micali -- Simulation and Training in Minimally Invasive Surgery / Sonal Arora, Shabnam Undre and Roger Kneebone -- Value of Virtual Reality in Medical Education / Amina A. Bouhelal, Hitendra R. H. Patel and Bijendra Patel -- The MIMIC Virtual Reality Trainer: Stepping into Three-Dimensional, Binocular, Robotic Simulation / Steven M. Lucas and Chandru P. Sundaram -- Laparoscopic Cholecystectomy Skills Acquisition and Procedural Proficiency in Novices Using Virtual Reality / Amina A. Bouhelal, Hitendra R. H. Patel and Bijendra Patel -- Lesson Learnt from the Military Surgeons Using Simulation in Trauma Surgery / Simon S. Fleming and John-Joe Reilly -- Clinical and Educational Benefits of Surgical Telementoring / Knut Mague Augestad, Taridzo Chomutare, Johan G. Bellika, Andrius Budrionis and Rolv-Ole Lindsetmo, et al. -- Portable Learning and Multimedia in Surgical Training / Narinderjit Singh Kullar, Stig Müller and Hitendra R. H. Patel.
- Specialty and geographic distribution of the physician workforce-- What influences medical student and resident choices?2009[the Robert Graham Center: Policy Studies in Family Medicine and Primary Care ; Robert L. Phillips, Jr., Martey S. Dodoo, Stephen Petterson, Imam Xierali, Andrew Bazemore, Bridget Teevan, Keisa Bennett, Cindy Legagneur, JoAnn Rudd ; and Julie Phillips, Michigan State University College of Human Medicine ; Josiah Macy, Jr. Foundation Grant B07-09 ...].1. What We Know About Factors Affecting Medical Student & Resident Career Decisions -- 2. Study Aims, Questions, Methods, Limitations -- 3. Outcomes of Current Physician Training -- 4. Debt -- 5. Title VII Effect, Personal Interests, and Experiences in Medical School -- 6. Return on Investment -- 7. Conclusions and Recommendations -- Appendices.
- 2014 Springeredited by Timothy M. Pawlik, Julie A. Sosa.Building Your Clinical Trial Research Team -- Clinical Trials: Ensuring Quality and Standardization -- Statistics: Setting the Stage -- Clinical Trials: Handling the Data -- Data Safety Monitoring Boards -- Planning for Data Monitoring and Audits -- The Budget -- Regulatory Considerations in Human Subjects Research -- Publishing a Clinical Trial -- Device Versus Drug Clinical Trials: Similarities and Important Differences -- Defining the Study Cohort: Inclusion and Exclusion Criteria -- The History of Clinical Trials -- Ethics of Clinical Trials -- Trial Design: Overview of Study Designs (Phase I, II, III, IV, Factorial Design).
- 2013 Springeredited by Carla M. Pugh, Rebecca Sippel.Success in Academic Surgery: Developing a Career in Surgical Education is a unique and portable handbook that offers careers advice and guidance to medical students, surgical residents, young faculty and others considering a career within surgical education. Surgical education is a rapidly expanding area of surgical research and career interest, and as the Association for Academic Surgery (AAS) fall courses (www.aasurg.org) and international courses offer more and more specialty tracking there is a greater need for an accompanying textbook to supplement the material presented in the courses. Success in Academic Surgery: Developing a Career in Surgical Education expands on some of the important issues related to surgical education highlighted in the AAS courses by addressing key areas such as how to acquire the skills necessary for success in this field, how to develop a research program in surgical education as well as offering guidance on applying for research grants, among other things.
- 2010by Molly Cooke, David M. Irby and Bridget C. O'Brien.The article is a summary of a study that was "part of a larger program of research by The Carnegie Foundation for the Advancement of Teaching on preparation for the professions"--Website.
- 2011 SpringerHeather Fry, Roger Kneebone, editors.
- 2010 SpringerJohn Rombeau, Amy Goldberg, Catherine Loveland-Jones.What is mentoring and who is a mentor? -- Why surgical mentoring is important and evidence that it makes a difference -- What are the qualities of an outstanding surgical mentor? -- How and where should surgical mentoring be performed? -- Mentoring women surgeons -- Mentoring international medical graduates -- How to develop faculty mentors -- How to choose a mentor -- Future directions.
- 2015 SpringerLap Ki Chan, Wojciech Pawlina, editors.Teaching Anatomy: A Practical Guide is the first book designed to provide highly practical advice to both novice and experienced gross anatomy teachers. The volume provides a theoretical foundation of adult learning and basic anatomy education and includes chapters focusing on specific issues that teachers commonly encounter in the diverse and challenging scenarios in which they teach. The book is designed to allow teachers to adopt a student-centered approach and to be able to give their students an effective and efficient overall learning experience. Teachers of gross anatomy and other basic sciences in undergraduate healthcare programs will find in this unique volume invaluable information presented in a problem-oriented, succinct, and user-friendly format. Developed by renowned, expert authors, the chapters are written concisely and in simple language, and a wealth of text boxes are provided to bring out key points, to stimulate reflection on the reader?s own situation, and to provide additional practical tips. Educational theories are selectively included to explain the theoretical foundation underlying practical suggestions, so that teachers can appropriately modify the strategies described in the book to fit their own educational environments. Comprehensive and a significant contribution to the literature, Teaching Anatomy: A Practical Guide is an indispensable resource for all instructors in gross anatomy.
- 2015 SpringerShabih Zaidi, Mona Nasir.This book considers the evolution of medical education over the centuries, presents various theories and principles of learning, and discusses different forms of medical curriculum and the strategies employed to develop them, citing examples from medical schools in developed and developing nations. Instructional methodologies and tools for assessment and evaluation are discussed at length and additional elements of modern medical teaching, such as writing skills, communication skills, evidence based medicine, medical ethics, skill labs, and webinars, are fully considered. In discussing these topics, the authors draw upon the personal experience that they have gained in learning, teaching and disseminating knowledge in many parts of the world over the past four decades. .
- 2015 SpringerJochanan Benbassat.1. Introduction -- 2. Paradigmatic shifts in the theory, practice and teaching of medicine in recent decades -- 3. Teaching behavioral and social sciences to medical students -- 4. Difficulties in learning and teaching patient interviewing -- 5. Overcoming difficulties in teaching patient interviewing -- 6. Doctor-patient relations -- 7. Barriers to doctor-patient communication -- 8. Diagnostic utility of the physical examination and ancillary tests -- 9. Physical-examination skills: learning difficulties -- 10. Learning and teaching physical-examination skills by clinical context -- 11. Recording the clinical data base -- 12. Recording personal and social data and examination of asymptomatic persons -- 13. Recording the patient's history -- 14. Intuitive vs analytic clinical reasoning -- 15. Should clinical training rely on role modeling?.
- 2016 AccessMedicineNavin Kumar, Anica Law ; edited by Niteesh K. Choudhry.Cardiology -- Endocrinology -- Gastroenterology -- Hematology-Oncology -- Infectious Disease -- Intensive Care -- Nephrology -- Neurology -- Pulmonary -- Rheumatology.
- Tenth annual report of the Superintendent of Common Schools of San Francisco, California : for the school year of 18601861-published by order of the Board [of Education].
- 2015 SpringerNader Francis, Abe Fingerhut, Roberto Bergamaschi, Roger Motson, editors.1. Learning environment and setting up a training unit in Minimal Access Surgery -- 2. Training curriculum in Minimal Access Surgery -- 3. Simulation and Training in Minimal Access Surgery -- 4. Training basic laparoscopic skills -- 5. Training for trainers in Endoscopy (colonoscopy) -- 6. Teaching advanced laparoscopic skills in colorectal surgery -- 7. Teaching advanced laparoscopic skills in surgery for morbid obesity -- 8. Teaching advanced laparoscopic skills in urological surgery -- 9. Training for new thechniques and robotic surgery in Minimal Access Surgery -- 10. Teletraining in Minimal Access Surgery -- 11. Assessment and Acreditation in Minimal Access Surgery -- 12. Training the trainer in laparoscopic surgery -- 13. The Human Factor in Minimal Access Surgical Training: How conscientious, well trained Surgeons make mistakes.
- 2003 Stanf Univ SOM[Stanford University School of Medicine].
- Understanding health literacy and its barriers : January 1998 through November 2003, plus selected ear[l]ier and later citations : 651 citations2004 NLMUnited States National Library of Medicine, National Institutes of Health ; prepared by Marcia Zorn, Marin P. Allen, Alice M. Horowitz.Examines some of the barriers that may need to be addressed when designing strategies to connect the audience with appropriate health information materials, services, or resources.
- 2014 ebraryedited by Tim Swanwick.Understanding medical education / Tim Swanwick -- Teaching and learning in medical education: how theory can inform practice / David M Kaufman and Karen V. Mann -- Principles of curriculum design / Janet Grant -- Quality in medical education / Alan Bleakley, Julie Browne and Kate Ellis -- Problem-based learning / Mark A Albanese -- Interprofessional education / Della Freeth -- Work-based learning / Clare Morris and David Blaney -- Supervision, mentoring and coaching / John Launer -- Teaching and leading small groups / Peter McCrorie -- Lectures and large groups / Andrew Long and Bridget Lock -- Technology-enhanced learning / Alison Bullock and Peter de Jong -- E-learning / Scott Rice and Jean McKendree -- Simulation in medical education / Jean Ker and Paul Bradley -- Portfolios in personal and professional development / Erik Driessen and Jan van Tartwijk -- Self-regulated learning in medical education / Casey B. White, Larry D.Gruppen and Joseph C. Fantone -- Learning medicine from the humanities / J. Jill Gordon and H. Martyn Evans -- Patient involvement in medical education / John Spencer and Judy McKimm -- How to design a useful test: the principles of assessment / Lambert WT Schuwirth and Cees PM van der Vleuten -- Written assessment / Brian Jolly -- Workplace assessment / John J Norcini -- Structured assessments of clinical competence / Katharine A. M. Boursicot, Trudie E Roberts and William P Burdick -- Standard setting methods in medical education / Andr F. De Champlain -- Formative assessment / Diana F Wood -- Thinking about research: theoretical perspectives, ethics and scholarship / Jan Illing -- Quantitative research methods in medical education / Geoff Norman and Kevin W Eva -- Qualitative research in medical education: methodologies and methods / Lorelei Lingard, Tara J. Kennedy and Stella Ng -- Programme evaluation: improving practice, influencing policy and decision-making / Chris Lovato and David Wall -- Selection into medical education and training / Fiona Patterson , Eammon Ferguson and Alec Knight -- Career progression and support / Caroline Elton and Nicole J. Borges -- Managing remediation / Deborah Cohen, Melody Rhydderch and Ian Cooper -- Dealing with diversity / Anthony Americano and Dinesh Bhugra -- Developing medical educators: a journey, not a destination / Yvonne Steinart -- Educational leadership / Judy McKimm and Tim Swanwick.
- 2010 ebraryedited by Tim Swanwick.Understanding Medical Education originated as a series of monographs in September 2006, the brainchild of Association of Medical Education's then Chief Executive, Frank Smith. The series was designed to meet the needs of all newcomers to medical education. Contributors have included experts from all walks of medical education from across the world. These monographs which have now been collected into a single core textbook, provide a comprehensive guide to the theoretical and academic bases to modern medical education practice--from notes provided by publisher.
- 2006 Springeredited by Mordechai Feingold and Victor Navarro-Brotons."Mathematics for astronomy" at universities in Copernicus' time / Grazina Rosińska -- The University of Salamanca and the renaissance of astronomy during the second half of the 15th century / José Chabás -- Medical science and medical teachings at the University of Salamanca in the 15th century / Luis García Ballester -- The faculty of medicine of Valencia / José M. López Piñero -- The cultivation of astronomy in Spanish universities in the latter half of the 16th century / Victor Navarro-Brotons -- The Sphere of Jacques du Chevreul: astronomy at the University of Paris in the 1620s / Roger Ariew -- Lectures and practices: the variety of mathematical and mechanical teaching at the University of Uppsala in the 17th century / Maija Kallinen -- Mathematical research in Italian universities in the modern era / Maria Teresa Borgato -- Universities, academies, and sciences in the modern age / Luigi Pepe -- Natural philosophy and mathematics in Portuguese universities, 1550-1650 / Luís Miguel Carolino & Henrique Leitão -- Venetian policy toward the University of Padua and scientific progress during the 18th century / Piero del Negro -- Candide in Caledonia: the culture of science in the Scottish universities, 1690-1805 / Paul Wood -- The sciences at the University of Rome in the 18th century / Ugo Baldini -- Enlightenment and renovation in the Spanish university / José Luis Peset -- Spanish chemistry textbooks during late 18th century / Antonio García Belmar and José Ramón Bertomeu Sánchez -- Botany in University studies in the late 18th century : the case of Valencia University / Cristina Sendra-Mocholí -- Scientific education and the crisis of the university in 18th century Barcelona / Agustí Nieto-Galan & Antoni Roca-Rosell -- The theories of Copernicus and Newton in the Viceroyship of Nueva Granada and the Audiencia de Caracas during the 18th century / Luis Carlos Arboleda Aparicio & Diana Soto Arango.
- 2014 ClinicalKeyTheodore X. O'Connell."An easy-to-read review perfect for busy students ... Review material quickly and easily thanks to bulleted lists, algorithms, illustrations, and a new 4-color section featuring key pathologic and clinical images ... Benefit from thorough revisions that ensure high-yield focus and most current overview of board-tested content."--Provided by publisher.
- Harrison's Principles of Internal Medicine
- AAP Red Book Online
- Robbins & Cotran Pathologic Basis of Disease
- Sabiston Textbook of Surgery
- Nelson's Textbook of Pediatrics
- Surgical Exposures in Orthopaedics
- Mandell, Douglas, & Bennett's Principles & Practice of Infectious Diseases
- Red Book Online
- ICU Book
- Primary Care Medicine
- Campbell-Walsh Urology
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