Includes bibliographical references and index.

The Knowledge; Preface; Contents; 1: Knowledge: Theories and Principles of Learning; 1.1 Salient Features of the Principles of Learning; 1.2 Bloom's Taxonomy; 1.2.1 Blooms Level I: Knowledge; 1.2.2 Blooms Level II: Comprehension; 1.2.3 Blooms Level III: Application; 1.2.4 Blooms Level IV: Analysis; 1.2.5 Blooms Level V: Synthesis; 1.2.6 Blooms Level VI: Evaluation; 1.2.7 Learning Domains; 1.3 Conceptual Theories of Learning; 1.3.1 Students' Cognitive Psychology; 1.3.2 Social Factors; 1.3.3 Knowledge; 1.3.4 Teaching Strategies; References; Further Reading; 2: Curriculum.

2.1 Traditional and Modern Curricula; 2.2 The Abraham Flexner Report; 2.3 McMaster Philosophy; 2.4 PBL Steps Following Maastricht Methodology; 2.5 Community Orientated Medical Education; 2.6 SPICES; 2.6.1 Sequencing and a Spiral Curriculum; 2.6.2 Curriculum Mapping; References; 3: Teaching Techniques; 3.1 Lectures; 3.2 Reading; 3.3 Problem-Based Learning; 3.4 Special Study Modules. SSM/Electives; 3.5 Skill Laboratories/Artificial Methods; 3.6 Transferring Skills Through Practical Demonstration; 3.7 Simulation; References; 4: Assessment and℗ Evaluation; 4.1 Tools of Assessment.

4.2 Extending Matching Questions (EMQs); 4.3 Objective Structured Clinical Exams (OSCE); 4.4 Evaluation in℗ Simulation; 4.5 Ethical Concerns in Simulation; 4.6 Debriefing; 4.7 Methods of Evaluation; 4.7.1 Mini-clinical Evaluation Exercise (miniCEX); 4.7.2 Direct Observation of Procedural Skills (DOPS); 4.7.3 Mini-peer Assessment Tool (mPAT); 4.7.4 Portfolio Assessment; References; 5: Attitude; References; 6: Additional Teaching Subjects; 6.1 Evidence-Based Medicine; 6.1.1 Cochran Database; 6.1.2 Practical Example of EBM; 6.2 Research; 6.2.1 Diagnostic Bias: Target Positive or Negative.

6.2.2 Incidence; 6.2.3 Prevalence; 6.2.4 Case Study; 6.2.5 Case Control Study; 6.2.6 Cohort; 6.2.6.1 Prospective; 6.2.6.2 Retrospective; 6.2.6.3 Prospective Study; 6.2.7 Cross Sectional Study; 6.2.8 Study Involving Health Economics; 6.2.8.1 Phase I Study; 6.2.8.2 Phase II Study; 6.2.8.3 Phase III Studies; 6.2.8.4 Phase IV Studies; 6.2.9 Placebo; 6.2.10 Randomisation; 6.2.11 Reliability of a Study; 6.2.11.1 Validity; 6.2.11.2 Specificity; 6.2.11.3 Sensitivity; 6.2.12 Meta-analysis; 6.2.13 Meta-synthesis; 6.2.14 Writing a Research Report; 6.2.14.1 Title; 6.2.14.2 Acknowledgements.

6.2.14.3 Table of Contents; 6.2.14.4 Abstract; 6.2.14.5 Aims and Objectives (Taylor 1999); 6.2.14.6 Literature Search; 6.2.14.7 Data Collection; 6.2.14.8 Results and Analysis; 6.2.14.9 Analysis and Discussion; 6.2.14.10 References/Bibliography; 6.3 Medical Writing; 6.3.1 Original Research Paper; 6.3.1.1 Introduction; 6.3.1.2 Material and℗ Methods; 6.3.1.3 Results; 6.3.1.4 Discussion; 6.3.1.5 References and Bibliography; 6.3.1.6 Abstract; 6.3.1.7 Keywords; 6.3.2 Review Article; 6.3.3 Case Report; 6.3.4 Special Communication; 6.3.5 Reportage, Proceedings, Etc.; 6.3.6 Quiz; 6.3.7 Abstract.

This book considers the evolution of medical education over the centuries, presents various theories and principles of learning (pedagogical and andragogical) and discusses different forms of medical curriculum and the strategies employed to develop them, citing examples from medical schools in developed and developing nations. Instructional methodologies and tools for assessment and evaluation are discussed at length and additional elements of modern medical teaching, such as writing skills, communication skills, evidence-based medicine, medical ethics, skill labs and webinars, are fully cons.

Cataloging Notes: 20251006 STAMIU-0199STAMIU-0199

Online resource; title from PDF title page (SpringerLink, viewed October 30, 2014).

Springer Nature Springer Nature - Springer Medicine eBooks 2015 English International.