General Topics
Multiple Topics, or Topics not covered in other headings
Cox, Kenneth R. and Christine E. Ewan. Editors. The Medical Teacher.
New York: Churchill-Livingstone, 1988. 248 pages
- This BOOK contains brief chapters by 24 Australian medical educators
on a wide range of topics. Section 1 focuses on the learner. Who are they?
How do they learn. Section 2 addresses such issues as how to ask questions
and how to develop teaching skills. Planning lectures and teaching the physical
exam and interviewing skills are among the topics explored in Section 3.
In Section 4 various instructional resources are explored, and in Section
the focus is on assessing student performance.
Curry, Lynn, Jon F. Wergin, and associates. Educating Professionals:
Responding to New Expectations for Competence and Accountability. San Francisco:
Jossey-Bass Publishers. 1993.
- The authors of this BOOK, who include educators in the health professions,
address sociocultural changes affecting professions and professionals, new
expectations for professional competence, connecting education and practice,
building awareness of ethical standards and conduct, evaluating competence
for professional practice.
Detornyay, R. and M.A. Thompson. Strategies for Teaching Nursing. 3rd
ed. New York: John Wiley and Sons, 1982.
Foley, Richard and Jonathan Smilansky. Teaching Techniques: A Handbook
for Health Professionals. New York: McGraw-Hill, 1980. 180 pages
- The BOOK is intended for health professionals in any discipline responsible
for teaching in a classroom, laboratory, clinical, field, or continuing
education setting. Topics: the lecture, the use of questions, group discussion,
promoting clinical problem solving, skill lessons, and instructional design.
Quirk, Mark E. How to Learn and Teach in Medical School: A Learner Centered
Approach. New York: Charles C. Thomas, 1994. 205 pages
- Topics in this BOOK: (1) the learner (gathering and encoding information
to build a knowledge base, applying knowledge to gain new knowledge); (2)
the teacher (recognizing and reducing the impact of individual learning
differences, identifying learning problems, fostering enthusiasm and motivation
to learn, planning and implementing the teaching/learning experiences, teaching
methods, coaching in computer-assisted instruction); (3) the medical school
environment (establishing a learner-centered climate, revitalizing the curriculum).
McGaghie William C. and John J. Frey. Editors. Handbook for the Academic
Physician. New York: Springer Verlag, 1986. 398 pages
- The intention of the authors of this BOOK is to provide a practical
and comprehensive source of information about shaping a successful career
in academic medicine. Drs. McGaghie and Frey address (a) professional behavior,
including career management and how to function effectively in a large organization;
(b) curriculum development, clinical instruction and evaluation; (c) clinical
research; (d) professional communication, especially writing and speaking;
and (e) ethics in teaching and patient care. For each area there are annotated
suggested readings. Some subjects (e.g., career management) are addressed
in depth. Other subjects (e.g., clinical teaching and computers) are briefly
introduced.
McGuire, Christine H., Robert P. Foley, Alan Gorr, and Ronald W. Richards.
Editors. Handbook of Health Professions Education. San Francisco: Jossey
Bass, 1983. 543 pages
- Part 1 of this HANDBOOK examines the trends and priorities in health
professions education in medicine, dentistry, pharmacy, nursing, allied
health, public health and graduate programs in health sciences. Part 2 the
findings and implications of research in health professions education. In
Part 3, the authors explore the forces for change in health professions
education. In Part 4 proposes policy recommendations for improving health
professions education.
-
Swee, David E. Editor. Teaching Family Medicine in Medical School: A
Companion to Predoctoral Education in Family Medicine. Kansas City, MO:
Society of Teachers of Family Medicine and the American Academy of Family
Physicians, 1991. 271 pages
- Topics include career advising, curriculum development, core family
medicine ambulatory clerkship, elective experiences, interdepartmental teaching,
problem-based learning, evaluation and documentation, preceptor development,
and student research. Includes an annotated bibliography.
Van Hoozer H. L., B. D. Bratton, P. M. Ostome, D. Weinholt, M. J. Craft,
C. L. Gjerde, and M. A. Albanese. The Teaching Process: Theory and Practice
in Nursing. Norwalk CT: Appleton-Century-Crofts, 1987.
Westberg Jane and Hilliard Jason. Teaching Creatively with Video: Fostering
Reflection, Communication, and Other Clinical Skills. New York: Springer
Publishing, 1993. 237 pages
- The authors of this BOOKaddress using video in the classroom (e.g.,
using video for illustrating, modeling, and demonstrating; selecting and
using video triggers, making and reviewing tapes of role-played exercises)
and using video in clinical supervision (e.g., making recordings of students
and patients, helping learners use video for reflections and self-assessment,
using video for providing constructive feedback, helping learners use video
for peer review, eliciting patients' perspectives). NOTE: This book is written
for faculty in all of the health professions.
Whitman, Neal. Creative Medical Teaching. Salt Lake City: University
of Utah School of Medicine, 1990. 232 pages
- In this BOOK, the author provides brief comments on scores of topics
presented in alphabetical order, including attention span, bad teaching,
boring teachers, criticism of medical education, the lecture paradox, morning
report, myths of teaching, pretend to know game, and rating forms.
Whitman, Neal and Thomas Schwenk. The Physician as Teacher. 2nd Ed. Baltimore,
MD: Williams and Wilkins, 1997. 275 pages
- The authors of this BOOK explore teaching as a form of communication
(e.g., the teacher-learner relationship; attentive silence, and negotiation).
They also discuss 5 teaching responsibilities: lectures; group discussions;
teaching rounds and morning report; bedside teaching; and clinical teaching
in the ambulatory setting.
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