Download e-book for iPad: A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.

By Dent, John A.; Harden, Ronald M.

ISBN-10: 0702045519

ISBN-13: 9780702045516

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Additional resources for A practical guide for medical teachers

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Harden RM: Outcome-based education: the future is today, Medical Teacher 29:625–629, 2007. Harden RM, Crosby JR, Davis MH, et al: Task-based learning: the answer to integration and problembased learning in the clinical years, Medical Education 34:391–397, 2000. Harden RM, Davis MH: The continuum of problembased learning, Medical Teacher 20(4):301–306, 1998. Harden RM, Sowden S, Dunn WR: Some educational strategies in curriculum development: the SPICES model, Medical Education 18:284–297, 1984. Harden RM, Stamper N: What is a spiral curriculum?

For integration to occur, the scope and content of the lectures must be coordinated by an overseeing committee. Attempts have been made to have totally integrated lectures delivered by two or more individuals from different disciplines. These can be very effective if sufficient effort is put into planning and preparation. They do not work if the teachers prepare independently and meet up only to deliver the session. Case-based curricula attempt to overcome the problems of integration by focusing learning around a series of clinical cases.

Effective modalities for formative assessment of trainees include the Objective Structured Assessment of Technical Skills (OSATS) developed at the University of Toronto (see Chapter 38). This evaluation makes use of an operation-specific checklist involving direct observation of trainees performing various structured tasks. Another useful tool is the Imperial College Surgical Assessment Device (ICSAD), which utilizes computer-based assessment techniques to track the number of movements and the total time taken for a trainee to complete a set task (Patil et al 2003).

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A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.

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