Overview
- Authors:
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David Newble
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The University of Adelaide, Adelaide, Australia
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Robert Cannon
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Advisory Centre for University Education, The University of Adelaide, Adelaide, Australia
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Table of contents (8 chapters)
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- David Newble, Robert Cannon
Pages 1-20
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- David Newble, Robert Cannon
Pages 21-35
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- David Newble, Robert Cannon
Pages 37-52
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- David Newble, Robert Cannon
Pages 53-67
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- David Newble, Robert Cannon
Pages 69-84
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- David Newble, Robert Cannon
Pages 85-115
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- David Newble, Robert Cannon
Pages 117-138
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- David Newble, Robert Cannon
Pages 139-145
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Back Matter
Pages 147-157
About this book
The attributes of an effective clinical teacher 54 Improving ward-based teaching 55 57 Improving the clinical tutorial 60 Alternatives to traditional ward teaching 'lechniques for teaching particular practical and clinical skills 62 Evaluating clinical and practical teaching 66 67 Guided reading 69 CHAPTER FIVE: PLANNING A COURSE 70 Introduction 70 Who should be responsible for course design? Objectives and course design 71 Writing objectives 72 Relating objectives to teaching and learning activities 76 Relating objectives to assessment methods 78 Sequencing and organizing the course 80 'Ihlditional versus innovative curricula 80 Other course design considerations 81 Evaluating the course 82 Guided reading 83 CHAPTER SIX: ASSESSING THE STUDENTS 85 Introduction 86 The purpose of assessment 86 What you should know about educational measurement 88 Assessment methods 91 Types of assessment 91 Essay 92 Short-answer 94 Structured (written) 95 Objective tests 98 Direct observation 106 Oral 109 Structured (clinical/practical) 111 Self-assessment 111 Reporting the results of assessment 113 Guided reading 114 CHAPTER SEVEN: PREPARING TEACHING MD'ERIALS AND USING TEACHING AIDS 117 Introduction 118 Basic principles of teaching material preparation 118 Types of teaching material and aids 119 vi The overhead projector 120 The blackboard 123 The 3Smm slide projector 125 Video and film 127 'Jape-slide presentations 133 Printed materials 134 New technologies 136 Evaluating teaching materials 137 Guided reading 138 CHAPTER EIGHT: HELPING STUDENTS LEARN 139 Introduction 140 How students learn 140 Learning more effectively 142 Guided reading 145 APPENDIX: WHERE TO FIND OUT MORE ABOUT MEDICAL EDUCATION 147 Books 148
Reviews
`...this book should be compulsory reading for anybody learning the art of teaching and would prove useful to students about to go on courses or sit exams. '
Journal of the Royal Army Medical Corps, February 1988
`...the second edition of A Handbook for Medical Teachers is more comprehensive and even more useful than the first edition. The authors have indeed practiced what they preach! The modifications and adjustments have ensured that the Handbook will continue to be a most respected and helpful resource for many years to come.'
Bulletin Australian and New Zealand Association for Medical Education
`A book that should be in every undergraduate and postgraduate library.'
Annals of the Royal College of Surgeons of England, 70:4
`Few teachers of medical students will have had any formal training in teaching or educational methods. This book seeks to rectify this deficiency in an entertaining, informative and practical way.'
Annals of the Royal College of Surgeons of England, 86 (1986)
Authors and Affiliations
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The University of Adelaide, Adelaide, Australia
David Newble
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Advisory Centre for University Education, The University of Adelaide, Adelaide, Australia
Robert Cannon
About the authors
David Newble is Professor and Head of the Department of Medical Education at the University of Sheffield, UK, and was previously Associate Professor of Medicine at the University of Adelaide, South Australia.
Robert Cannon is Associate Professor and Director of the Advisory Centre for University Education at the University of Adelaide.
