Oxford Handbook of Medical Education in Practice

3. Auflage 2025
ISBN: 978-0-19-284871-0
Verlag: Oxford University Press
FAQ zu Loseblattwerken (mit und ohne Fortsetzungsbezug)

Loseblattwerk, Englisch, 464 Seiten, Print PDF, Format (B × H): 185 mm x 106 mm, Gewicht: 248 g

Reihe: Oxford Medical Handbooks

The Oxford Handbook of Medical Education in Practice is a practical, easy-to-read guide on medical education for busy doctors and healthcare professionals. Tailored for medical practitioners at all levels who wish to engage in education but may lack the time or expertise for in-depth research, this handbook offers practical advice alongside case studies and scenarios based on experts' educational experiences. The chapters have been designed to follow an easy-to-navigate structure and can be read in isolation or sequentially as part of a broader, more comprehensive exploration of the field of medical education. The handbook contains the accessible features you would expect from the Oxford Medical Handbook series, including lists, tables, figures, and pop-out boxes. It is a portable guide, quickly referenced and applied, particularly when teaching opportunities arise spontaneously.

Drawing on the expertise of experienced scholars and educators internationally, and across stages of their educational and academic careers, this comprehensive volume offers advice within the key domains of medical education. These include: curriculum design, assessment, learning strategies, clinical teaching, educational theory, and the integration of technology. In addition to its focus on educational practice, this handbook should also appeal to those exploring medical education research for the first time, either as readers of research, or researchers themselves, given the inclusion of content on conducting medical education research.

In sum, by synthesising foundational research and practical wisdom, the Oxford Handbook of Medical Education in Practice offers readers an opportunity to develop their understanding of the principles and practices that shape contemporary medical education. In doing so, we hope readers will feel empowered to make evidence- and experience-based changes to their educational practice to improve learners' and patients' experiences of education and care.

Autoren/Hrsg.

Weitere Mitwirkende

Finn, Gabrielle

Church, Helen

Brown, Megan

Byrne, Matthew

Sharma, Neel

Fachgebiete

• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizin, Gesundheitswesen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

- 1: Bob Klaber, Hossam Hamdy, Affy Sepahzad, Arabella Simpkin Begin: Teaching in the Clinical Setting

- 2: Megan EL Brown, Matthew HV Byrne, Helen R Church, Gabrielle M Finn: Theory in Medical Education

- 3: Myooran Canagaratnam, Charles Campion-Smith, Subha Ramani: Small Group Teaching and Learning

- 4: Jessica Stokes-Parish, Yvette Annan, Jo Bishop: Large Group Teaching

- 5: Thomas Simpson, Gabriel Reedy, and Chaoyan Dong: Simulation

- 6: David Sales, Bryony Sales: Assessment Principles

- 7: Chris Valerio and Luci Etheridge: Assessment Techniques

- 8: Karim Keshwani, Matthew H V Byrne, Eleana Ntatsaki: Feedback and Evaluation

- 9: Iain Doherty; Mr Tim Vincent, Julie Chen: Technology and Medical Education

- 10: John Sandars, Rakesh Patel, Kevin McLaughlin, Megan Brown: Research, Evaluation and Scholarship in Medical Education

- 11: Zareen Zaidi, Helen Church, Marian C. Limacher, Ellen M Zimmermann, Elisa A Zenni: The Medical Educator Portfolio: Documenting Achievements and Communicating Scholarship

- 12: Marcus A. Henning, Iain Doherty, Megan E.L. Brown, Mataroria Lyndon: Challenges in Medical Education

- Appendix: Matthew H V Byrne, Megan E L Brown, Helen Church, Gabriele Finn: The Future of Medical Education

Über Autor(innen)

Professor Gabrielle M Finn is Professor of Medical Education at the University of Manchester and Associate Vice President for Teaching at the University of Manchester. Gabrielle is an educationalist with an international profile, who specialises in innovative pedagogic approaches. Gabrielle has established health professions education research units at Russell Group institutions. She has held Associate Editor positions and has an international reputation for high-quality education research. Gabrielle has over 150 peer-reviewed outputs including books, book chapters and journal articles, as well as in excess of 140 international conference presentations.

Dr Megan E.L. Brown is a Senior Research Associate in Medical Education at Newcastle University. She trained as a doctor but has worked full-time in medical education since 2018. She obtained her PhD in Medical Education from Hull York Medical School in 2022. She is a workstream co-lead for the NIHR Incubator for Clinical Education Research, and vice-chair for MedEd Collaborative. She is a keen teacher, especially of research methods, and qualitative researcher interested in educational theory, creative approaches to research, and equity.

Mr Matthew H.V. Byrne is a Urology registrar and DPhil candidate at the University of Oxford. He is an advisory member to the NIHR Incubator for Clinical Education Research and founded MedEd Collaborative - the first student and trainee medical educational research collaborative, as well as We Are Donors - a UK charity that mentors university students to deliver educational interventions in schools about blood and organ donation.

Dr Helen R Church is a clinical assistant professor in Medical Education at the University of Nottingham. She has a broad experience of designing and delivering education for both undergraduate and postgraduate healthcare students/professionals and currently teaches and supervises scholars on the Masters in Medical Education (MMedSci) course at the University of Nottingham. Her current research interests include optimisation of clinical performance and healthcare careers and involve national and international collaboration. She won an international research award (AMEE) for her PhD research and is a member of local and national medical education committees.