Details

<p>Contributors, vii</p> <p>Foreword to the Third Edition, xiii</p> <p>Preface, xv</p> <p><b>Part 1: Foundations, 1</b></p> <p>1 Understanding Medical Education, 3<br /><i>Tim Swanwick</i></p> <p>2 A Global View of Structures and Trends in Medical Education, 7<br /><i>Bridget C. O’Brien, Kirsty Forrest, Marjo Wijnen‐Meijer, and Olle ten Cate</i></p> <p>3 The Science of Learning, 23<br /><i>Anique B. H. de Bruin, Matthew Sibbald, and Sandra Monteiro</i></p> <p>4 Teaching and Learning in Medical Education: How Theory can Inform Practice, 37<br /><i>David M. Kaufman</i></p> <p>5 Principles of Curriculum Design, 71<br /><i>Janet Grant</i></p> <p>6 Instructional Design: Applying Theory to Teaching Practice, 89<br /><i>Linda Snell, Daisuke Son, and Hirotaka Onishi</i></p> <p>7 Quality in Medical Education, 101<br /><i>Diane N. Kenwright and Tim Wilkinson</i></p> <p><b>Part 2: Teaching and Learning, 111</b></p> <p>8 Lectures and Large Groups, 113<br /><i>Dujeepa D. Samarasekera, Matthew C. E. Gwee, Andrew Long, and Bridget Lock</i></p> <p>9 Learning in Small Groups, 123<br /><i>Peter McCrorie</i></p> <p>10 Technology‐enhanced Learning, 139<br /><i>Rachel H. Ellaway</i></p> <p>11 Simulation in Medical Education, 151<br /><i>Alexis Battista and Debra Nestel</i></p> <p>12 Work‐based Learning, 163<br /><i>Clare Morris</i></p> <p>13 Supervision, Mentoring, and Coaching, 179<br /><i>John Launer</i></p> <p>14 Interprofessional Education, 191<i><br />Della Freeth, Maggi Savin‐Baden, and Jill Thistlethwaite</i></p> <p>15 Patient Involvement in Medical Education, 207<br /><i>John Spencer, Judy McKimm, and Jools Symons</i></p> <p>16 Learning Medicine With, From, and Through the Humanities, 223<br /><i>Neville Chiavaroli, Chien‐Da Huang, and Lynn Monrouxe</i></p> <p>17 The Development of Professional Identity, 239<br /><i>Sylvia R. Cruess and Richard L. Cruess</i></p> <p>18 Portfolios in Personal and Professional Development, 255<br /><i>Erik Driessen and Jan van Tartwijk</i></p> <p>19 Continuing Professional Development, 263<br /><i>Simon Kitto, David Price, Dahn Jeong, Craig Campbell, and Scott Reeves</i></p> <p><b>Part 3: Assessment and Selection, 275</b></p> <p>20 How to Design a Useful Test: The Principles of Assessment, 277<br /><i>Lambert W. T. Schuwirth and Cees P. M. van der Vleuten</i></p> <p>21 Written Assessment, 291<br /><i>Brian Jolly and Mary Jane Dalton</i></p> <p>22 Workplace Assessment, 319<br /><i>John J. Norcini and Zareen Zaidi</i></p> <p>23 Structured Assessments of Clinical Competence, 335<br /><i>Katharine A. M. Boursicot, Trudie E. Roberts, and William P. Burdick</i></p> <p>24 Standard Setting Methods in Medical Education: High‐stakes Assessment, 347<br /><i>André F. De Champlain</i></p> <p>25 Formative Assessment: Assessment for Learning, 361<br /><i>Diana F. Wood</i></p> <p>26 Selection into Medical Education and Training, 375<br /><i>Fiona Patterson, Eamonn Ferguson, and Lara Zibarras</i></p> <p><b>Part 4: Research and Evaluation, 389</b></p> <p>27 Philosophical Research Perspectives and Planning your Research, 391<br /><i>Jan Illing and Madeline Carter</i></p> <p>28 Quantitative Research Methods in Medical Education, 405<br /><i>Geoff Norman and Kevin W. Eva</i></p> <p>29 Qualitative Research in Medical Education: Methodologies and Methods, 427<br /><i>Stella L. Ng, Lindsay Baker, Sayra Cristancho, Tara J. Kennedy, and Lorelei Lingard</i></p> <p>30 Programme Evaluation, 443<br /><i>Chris Lovato and Linda Peterson</i></p> <p>31 Knowledge Synthesis, 457<i><br />auren A. Maggio, Aliki Thomas, and Steven J. Durning</i></p> <p><b>Part 5: Faculty and Learners, 471</b></p> <p>32 Career Progression and Support, 473<br /><i>Caroline Elton and Nicole J. Borges</i></p> <p>33 Supporting Learner Well‐being, 485<br /><i>Jo Bishop, Graeme Horton, Wendy Hu, and Claire Vogan</i></p> <p>34 Managing Remediation, 497<br /><i>Deborah Cohen, Melody Rhydderch, and Ian Cooper</i></p> <p>35 Diversity in Medical Education, 513<br /><i>Nisha Dogra and Olivia Carter‐Pokras</i></p> <p>36 Developing Medical Educators: A Journey, not a Destination, 531<br /><i>Yvonne Steinert</i></p> <p>37 Educational Leadership and Management, 549<br /><i>Judy McKimm and Tim Swanwick</i></p> <p>Index, 569</p>

<p><b>About the Editors</b> <p><b>Tim Swanwick,</b> Dean of Education and Leadership Development, NHS Leadership Academy, Health Education England, London, UK. <p><b>Kirsty Forrest,</b> Dean of Medicine, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia. <p><b>Bridget C. O'Brien,</b> Associate Professor, Department of Medicine, Education Researcher, Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA.

<p><b>Understanding Medical Education</b> <p><b>THIRD EDITION</b> <p>Created in partnership with the Association for the Study of Medical Education (ASME), this completely revised and updated new edition of <i>Understanding Medical Education</i> synthesizes the latest knowledge, evidence and best practice across the continuum of medical education. <p>Written and edited by an international team, this latest edition continues to<i></i> cover a wide range of subject matter within five broad areas – Foundations, Teaching and Learning, Assessment and Selection, Research and Evaluation, and Faculty and Learners – as well as featuring a wealth of new material, including new chapters on the science of learning, knowledge synthesis, and learner support and well-being. <p>The third edition of <i>Understanding Medical Education</i>: <ul> <li>Provides a comprehensive and authoritative resource summarizing the theoretical and academic bases to modern medical education practice</li> <li>Meets the needs of all newcomers to medical education whether undergraduate or postgraduate, including those studying at certificate, diploma or masters level</li> <li>Offers a global perspective on medical education from leading experts from across the world</li> </ul> <p>Providing practical guidance and exploring medical education in all its diversity, <i>Understanding Medical Education</i> continues to be an essential resource for both established educators and all those new to the field.

GB