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Residents’ Teaching Skills
The editors have collected an impressive array of practical material that will guide any academic medical center in the development of a more focused approach to "teaching the teachers." From learning theory and program development to teaching performance evaluation and specialty-specific materials, Residents' Teaching Skills covers all the bases. I commend this volume to the attention of medical educators everywhere, and residency program directors in particular." --from the Foreword by Jordon J. Cohen, MD, President, Association of American Medical Colleges This book provides practical guidance to plan, organize, and run a teaching skills program for medical residents. Readers will find that Part Two offers exact materials for course use, including modules for use with pediatric residents, teaching clinical procedures, works rounds, and role play, plus evaluation forms that can be used as written or customized to fit a particular program.
Coaching Standardized Patients
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Medical Teaching in Ambulatory Care, Second Edition
Completely updated and extensively referenced, the new edition of this practical hands-on resource demonstrates the effective use of any ambulatory setting in medical education. The authors investigate the tools needed from a theoretical framework for teaching, in addition to essential teaching skills, dealing with difficult trainees, setting up a private practice as a setting for teaching, and more. The text provides pragmatic examples of real situations with specific strategies for addressing each.
Intuition and Metacognition in Medical Education
From Mark Quirk, recipient of the 2006 Society of Teachers of Family Medicine's Excellence in Education award, comes the latest on improving medical education. In this volume, Quirk explores metacognition, the idea that we can think about the way we or other people think, and thus gain a better understanding of ourselves, our own cognitive processes, and the patients we seek to help. Written for medical educators--from medical school faculty to residents--this book will help you teach your students and interns how to extrapolate lessons from experience and integrate learning and practice. It will help them to think more clearly and thoroughly about what they read, hear, and learn on a day-to-day basis and thus become more informed and humanistic doctors.
Pediatrics in Practice
Pediatrics in Practice is a faculty development health promotion curriculum based on the principles of Bright Futures. Through the resources presented, maternal and child health (MCH) educators can prepare healthcare professionals with the knowledge, skills, and attitudes necessary to communicate effectively, partner with, and educate children and families as their advocates to promote health and prevent illness in a time-efficient manner. This innovative curriculum is based on six core concepts that serve as the foundation for effective health encounters: Partnership Communication Health promotion/Illness prevention Time Management Education Advocacy These six concepts provide the tools for...
Task Oriented Processes in Care Model in Ambulatory Care
TOPIC (Task-Oriented Processes in Care) is a breakthrough framework of learning and teaching in ambulatory care. The TOPIC model offers guidelines for optimizing a chronic illness visit, a check-up/preventive visit, a new problem visit, a psychosocial visit, or a visit where a behavior change is recommended. The TOPIC guidelines work with any presenting problem and direct the practitioner to apply both the most current medical knowledge, and the most useful skills and approach to each visit. This book offers instructors innovative and practical ways to teach medical students and residents how to implement the TOPIC model. The accompanying CD-ROM contains essential teaching handouts, Power Point slide sets, templates, scripts, evaluation forms, video clips, and more.
Fostering Reflection and Providing Feedback
“This book is a treasure trove of practical suggestions for promoting reflections and feedback that is based upon sound educational theory and research. I recommend it highly.” - David M. Irby, PhD, Vice Dean for Education University of California The authors of this concise volume describe the two underlying principles of becoming a thoughtful practitioner: reflection and feedback. They offer strategies to assist students in developing the attitudes and skills to think about and assess their work, consciously and consistently. Physicians, nurses, psychologists, social workers who are educators of students, residents and practitioners in the health professions will find this an invaluable resource.
