An Introduction to Medical Teaching
Few faculty members in academic medical centres are formally prepared for their roles as teachers. This work is an introductory text designed to provide medical teachers with the core concepts of effective teaching practice and information about innovatio
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William B. Jeffries · Kathryn N. Huggett Editors
An Introduction to Medical Teaching
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Editors Dr. William B. Jeffries University of Vermont College of Medicine Office of Medical Education Burlington VT 05405 E-125 Given Bldg. USA [email protected]
Dr. Kathryn N. Huggett Creighton University School of Medicine 2500 California Plaza Omaha NE 68178 USA [email protected]
ISBN 978-90-481-3640-7 e-ISBN 978-90-481-3641-4 DOI 10.1007/978-90-481-3641-4 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009943719 © Springer Science+Business Media B.V. 2010 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
This book was conceived as a tool for the many varieties of medical teacher: the basic scientist, the clinical faculty member, the resident physician and the community practitioner. Individuals from each of these groups often assume the responsibility for educating the physicians of tomorrow. However, the formal training of these teachers is usually not centered on educational principles. Medical teachers often enter their careers ill equipped to engage in a scholarly approach to teaching. Thus we chose to create this volume as a how-to guide for medical teachers who wish to gain an understanding of educational principles and apply them to their teaching. In keeping with the spirit of the book as an introduction, we have not produced a comprehensive textbook on medical education. Rather, the book is intended to introduce the reader to a variety of major topics that might serve specific needs. This work will be particularly useful to the educator who wants to introduce new methods into their teaching. As such, all of the chapters are grounded in the modern literature underlying adult learning theory and educational methods; however, the advice contained in each chapter is overwhelmingly practical and can be put to immediate use. The chapters begin with a focus on the learner, followed by a survey of the most common teaching modalities encountered by a medical teacher (large group, small group, problem-based, team based, clinical, simulation, and laboratory). We also examine critical elements that comprise the essentials of teaching and learning (using technology, student assessment, teaching evaluation, course design). Finally, we introduce the topic of educational scholarship and supply advice on documenting teaching for career advancement. In addition, to encourage the reader to further investigate each topic, chapters are fully referenced and the appendix provides additional educational resources.
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