Active education for future doctors

Active education for future doctors / Nomy Dickman, Barbara Schuster, editors.

This book is designed to aid the faculty of medical and other health related schools in developing the pedagogical skills to transform their teaching in multiple settings including the classroom, the conference room, the ambulatory office, and the hospital from a passive learning experience to an ac...

Full description

Saved in:
Bibliographic Details
Other Authors: Dickman, Nomy, Schuster, Barbara
Format: eBook
Language:English
Published: Cham : Springer, 2020.
Subjects:
Medicine > Study and teaching.
Teaching of a specific subject.
Teaching skills & techniques.
Education > General.
Education > Educational Psychology.
Medicine > Study and teaching
Electronic books.
Online Access:Click for online access
Table of Contents:
  • Intro
  • Acknowledgements
  • Contents
  • About the Editors
  • Chapter 1: Back to the Future: Changing the Education of Medical Students
  • What Is Active Learning?
  • Why Active Learning?
  • Are the Outcomes of Active Learners Different?
  • Time to Restructure Medical Education
  • Moving Forward: Creating Active Learning Environments
  • References
  • Chapter 2: Preparing Teachers and Learners
  • Teacher Preparation
  • Challenges and Obstacles with Introducing Active Learning Techniques
  • Why the Faculty May be Resistant to Change
  • Anticipating and Preparing the Teachers for Change [3, 4]
  • Suggested Steps toward Implementing Active Learning and Flexible Teaching
  • Student Preparation
  • Mitigating the Challenges Confronting the Students
  • Summary
  • References
  • Chapter 3: Giving a Great Lecture: Going from Fine to Fantastic
  • Background
  • Planning and Delivering a Good Lecture
  • Preparing to Lecture
  • During the Lecture
  • Style
  • Visual Aids: The Perfect PowerPoint™
  • Alternative Software
  • The Active Lecture
  • Questioning
  • Audience Polling
  • Use of Games and Other Technologies
  • Kahoot!
  • Padlet
  • Twitter
  • Pinterest
  • Use of Props
  • Small Group Activities in a Large-Group Setting
  • Buzz Groups
  • Snowballing
  • Fishbowl
  • Role-Play
  • After the Lecture
  • Summary
  • References
  • Chapter 4: Active Teaching-Active Learning: Methods and Variations
  • Introduction
  • What Is a "Flipped Classroom"?
  • Does the Flipped Classroom Actually Promote Better Learning?
  • Is It Case-Based Learning (CBL) or Problem-Based Learning (PBL)?
  • Team-Based Learning (TBL)
  • Putting Pedagogy into Practice: Flexibility Is the Key
  • Summary
  • References
  • Chapter 5: Clinical Teaching: The Bedside and Beyond
  • Introduction
  • Challenges in Clinical and Bedside Teaching
  • Time Constraints
  • Incorporating the Student as a Team Member
  • Preparing Students and Tutors for Bedside Teaching
  • Teaching Clinical Medicine
  • Learning in the Workplace
  • Summary
  • References
  • Chapter 6: Assessment of Clinical Education
  • Prerotation Testing
  • In-Training Evaluation
  • Completion Appraisal
  • Summary
  • References
  • Chapter 7: Medical Humanities and Active Learning
  • About Medical Humanities
  • Medical Humanities and Active Learning: Theoretical Linkage
  • The Context: The Medical Humanities Program at Bar-Ilan University
  • "Hands-On" Experience in Integrating Active Learning Within Medical Humanities
  • Example 1a: Small-Group Learning in Ethics via CBL/PBL-Preclinical Stage
  • Example 1b: Small-Group Learning in Ethics via Student-Selected Real-Life Cases
  • Example 2: Addressing the Emotional Realm via Small-Group Learning and Reflective Writing
  • Example 3: Visual Thinking Strategies and Other Art-Based Learning Involving Active Learning
  • Educational Pearls
  • Dos
  • Don'ts
  • Conclusion
  • References

Similar Items