Foreword. Preface. 1. Helping Students Learn. 2. Teaching Large Groups. 3. Teaching in Small Groups. 4. Making a Presentation at a Conference. 5. Teaching Practical and Clinical Skills. 6. Planning a Course. 7. Teaching in a Problem-Based Course. 8. Assessing the Students. 9. Preparing Learning and Teaching Materials Using Technology. 10. The Evaluation of Learning and Teaching. Appendix. Index.
...A wealth of information for the teaching academic and a hidden blessing for those who are taught...
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.
from reviews of previous editions:
"This delightful book fulfils its purpose admirably. Written in a clear and easy style with humorous illustrations it offers practical help and advice to the medical teacher, backed by full explanations of educational principles, using a minimum of jargon."
(Journal of the Royal College of General Practitioners)
"... offers sound educational guidance to medical teachers in a very practical format. A Handbook for Medical Teachers is my kind of book and I give it a high rating, especially for use by clinicians."
(American Educational Research Association)
"A mine of information for the academic who starts to teach (and a hidden blessing for those who are taught). Very strongly recommended for its clarity and presentation."
(Journal of the Institute of Health Education)
"This book is one of the few recognised texts on the subject (medical education) and is extremely good. I wish someone had recommended such a book to me when I started developing an interest in teaching students."
(South African Medical Journal)
"This is the fourth edition of a valuable basic text for medical school teachers. It has been completely updated and encompasses much of what is new in medical education including teaching methods, the technology of instruction and many of the other tasks that will invariably confront medical school teachers in carrying out their responsibilities as a member of the faculty. The chapter headings provide a overview of the book's wide range of important subjects. Helping students learn; Teaching in large groups; Teaching in small groups; Making a presentation at a conference; Teaching practical and clinical skills; Planning a course; Teaching in a problem-based course; Assessing students; Preparing learning and teaching materials using technology; The evaluation of teaching and learning; Where to find out more about medical education. At the end of every chapter resources for further information and study are offered. The index is easy to use and with the table of contents providing a breakdown of the chapters' contents the reader can easily and rapidly find the information they want. This edition is a knowledgeable, practical, well-organized and well-written resource for all medical teachers. The authors write in a very clear and informative way with a careful use of terminology and a very minimum of educational jargon. It will be valuable for those both new and experienced."
(Howard S. Barrows, M.D., Professor Emeritus, Southern Illinois University School of Medicine in Teaching and Learning in Medicine, 14:4)
"The text is extremely clear and well written and the advice is sound and simple and is referenced to supporting literature with a light but perceptive hand. It cannot be recommended too highly to all institutions in which medical education takes place, and indeed many individuals will find they come to enjoy and value a copy of their own."
(Medical Education, 36 (2002)
"This is now the 4th edition of a classic text that first appeared about 20 years ago. It has retained the open style on the page, with a large font. The summary and hints and tips boxes, bulleted lists and margin illustrations by Zig Kapelis make this an easy and entertaining book to read. It is full of information that th newly appointed lecturer will find invaluable. The text is fairly didactic...at the end of each chapter there is a Guided Reading section that suggests sources of information that are both relevant and up-to-date. For those who want a primer in educational techniques this a mid-range priced book that will satisfy that need."
(Journal of Orthodontics, 30:2 (2003)