Name: Teaching and Learning in Medical and Surgical Education:Lessons Learned for the 21st Century
ISBN: 9781410605238

Book

Teaching and Learning in Medical and Surgical Education

ABSTRACT

The idea for this book was originally conceived by Terrill Mast in conversations with Roland Folse. Dr. Mast was dedicated to the belief that all medical teachers should be generalists with skills and knowledge in all aspects of the field. Before his untimely death, he recruited most of the prestigious contributors to this important new book.

This comprehensive volume features a review of the major topics in medical and surgical education by today's leading authorities in the field. The assembled authors represent a "Who's Who" in medical education around the world. Each chapter provides a state-of-the-art overview of the topic along with the projected changes most likely to occur over the next decade.

A "must-have" for anyone responsible for educating students, residents, and physicians in the medical and surgical fields, this new book addresses the critical medical educational issues of the next millennium, in one, comprehensive volume.

TABLE OF CONTENTS

Contents: H.S. Barrows, Foreword. Part I:The Evolution of Medical and Surgical Education. S. Abrahamson, Medical Education: The Testing of a Hypothesis. R.H. Moy, Medical Education in the 20th Century. C.E. Engel, Medical Education in Australia, Great Britain, and New Zealand in the 21st Century. A. Tekian, Teaching and Learning in Medicine and Surgery in the 21st Century: Challenges to the Developing World. Part II:The Art and Science of Medical Education. G. Regehr, K. Rajaratanam, Models of Learning: Implications for Teaching Students and Residents. D.A. DaRosa, A. Derossis, Applying Instructional Principles to the Design of Curriculum. G.L. Dunnington, Adapting Teaching to the Learning Environment. A.K. Sachdeva, Large Group Teaching. R.G. Tiberius, Small Group Teaching. E.E. Reynolds, J. Ende, Feedback for Medical Education. K.B. Williamson, Instructional Technology in Medical Education. L. Wilkerson, Curriculum Evaluation and Curriculum Change. D.E. Simpson, Medical Faculty as Teachers: Implications for Faculty Development. J.R. Folse, Medical Education as a Continuum. R.G. Bing-You, J.C. Edwards, Residents as Teachers. N. Bennett, Muddy Problems, Compassionate Care: Continuing Medical Education in the 21st Century. Part III:Major Curriculum Movements. Q. Mast-Cheney, Major Curriculum Movements. L. Arnold, K. Roberts, U.S. Medical Schools' Combined Degree Programs Leading to the MD and a Baccalaureate, Master's, or Other Doctoral Degree. L.C. Perkowski, Standardized Patients. J.A. Colliver, M.H. Swartz, Reliability and Validity Issues in Standardized Patient Assessment. R.K. Reznick, K. Rajaratanam, Performance-Based Assessment. L.J. Morrison, Clinical Practice Examinations. H.S. Barrows, Authentic Problem-Based Assessment. E.L. Loschen, Implementing Problem-Based Learning in Medical Education. Part IV:Challenges for Medical Education. M.E. Whitcomb, Effects of Changing Health Care Environment on Medical Education. G. D'Elia, E.J. Constance, Medical Education and the Physician Workforce. J.H. Shatzer, M.B. Anderson, Supporting Medical Education. W.A. Anderson, Funding and Financial Support for Research and Development in Medical Education.