A Practical Guide for Medical Teachers

SECTION 1
CURRICULUM DEVELOPMENT
1. New horizons in medical education
2. Curriculum planning and development
3. The undergraduate curriculum
4. Clinical learning in the early years
5. Early years of postgraduate training
6. Later years of postgraduate or specialist training
7. Continuing professional development
8. Preparing for general practice
9. Educational environment
SECTION 2
LEARNING SITUATIONS
10. Lectures
11. Learning in small groups
12. Clinical skills centre teaching
13. Bedside teaching
14. Ambulatory care teaching
15. In the community
16. Rural and remote locations
17. Distance education
18. Peer-assisted learning
19. Mentoring
SECTION 3
EDUCATIONAL STRATEGIES
20. Outcome-based curriculum
21. Independent learning
22. Problem-based learning
23. Integrated learning
24. Interprofessional education
25. Core curriculum and student-selected components
SECTION 4
TOOLS AND AIDS
26. Instructional Design
27. Study Guides
28. Simulators and simulation-based medical education
29.Simulated/standardised patients
30. e-learning and e-teaching
31. Healthcare education informatics
32. m-learning
SECTION 5
CURRICULUM THEMES
33. Basic and clinical sciences
34. Basic sciences and curriculum outcomes
35. Clinical communication
36. Ethics and attitudes
37. Professionalism
38. Preparing for practice
39. Evidence-based medicine
SECTION 6
ASSESSMENT
40. Principles of assessment
41. Standard setting
42. Choosing assessment instruments
43. Written assessments
44. Performance assessment
45. Workplace-based assessment
46. Portfolios, dissertations and projects
47. Giving feedback
SECTION 7
STAFF AND STUDENTS
48. Student selection
49. Student support
50. Study skills
51. Staff development
52. Academic standards and scholarship
53. Publishing and research

***2010 BMA Book Awards - Highly Commended - Basis of medicine*** "Some chapters are particularly good in that they offer advice for situations which may be problematic, for example in the chapter on Problem Based Learning they discuss difficulties of group dynamics. The additional information in some of the appendices for example 'Making your own podcasts' is really helpful for readers and teachers, and encourages teachers to try new methods of teaching. A clearly presented, wellorganised text that provides the medical teacher with a concise and thorough reference book, which will help in the planning and delivery of medical education. It deals with both wellestablished constructs and methods in education as well as discussing current and emerging topics that will shape medical education in the 21st century.? "Judges comments"