Part 1 Introduction
1: Introduction
Part 2 Curriculum
2: Curriculum design in context
3: Problem-based learning
4: Interprofessional education: learning together in health and
social care
5: Student choice in the undergraduate curriculum: student-selected
components
6: Integrated learning
7: Instructional design for medical education
8: Using concept maps in medical education
9: Creating the learning environment
Part 3 Identities
10: Identities, self and medical education
11: Personality and medical education
12: Medical education and its context in society
Part 4 Delivery
13: Small group learning
14: Large group teaching
15: E-learning
16: Simulation-based medical education
17: Simulated patients in medical education
18: Work-based learning
19: Learning in ambulatory care
20: The humanities in medical education
21: Study skills
Part 5 Supervision
22: Educational supervision
23: Mentoring
24: Professionalism
25: The resident as teacher
26: Students learning to teach
27: Patient involvement in medical education
Part 6 Stages
28: Undergraduate medical education
29: Postgraduate medical education
30: Continuous professional development
31: Remediation
32: Transitions in medical education
Part 7 Selection
33: Selection into medical education
34: Student dropout in medical education
Part 8 Assessment
35: Principles of assessment
36: Setting standards
37: Choosing instruments for assessment
38: Test-enhanced learning
39: Assessing learners' needs
40: Self-regulated learning in medical education
41: Formative assessment
42: Technology enhanced assessment in medical education
43: Assessing professionalism
44: Assessment in the context of relicensure
45: Objective structured clinical examinations
46: Workplace-based assessment
47: Written assessment
48: Successful feedback: embedded in the culture
Part 9 Quality
49: Evaluation
50: Continuous quality improvement
51: Cost and value in medical education
Part 10 Research and scholarship
52: Theoretical perspectives in medical education research
53: Quantitative methods in medical education
54: Qualitative research in medical education
55: Publishing in medical education
56: Scholarship in medical education
Part 11 Global medical education
57: Medical education in developing countries
58: Medical education in the emerging market economies
Part 12 The future
59: The future of health professional education
60: Faculty development for teaching improvement: from individual
to organisational change
61: Educational leadership
Includes 12 months access to the online version
Dr Kieran Walsh is Clinical Director of BMJ Learning - the
education service of the BMJ Group. He is responsible for the
editorial direction of BMJ Online Learning, BMJ Masterclasses and
BMJ on Examination. He has written over 200 articles for
publication - mainly in the field of medical education. He has
previously written two books - the first on cost and value in
medical education and the second a dictionary of medical education
quotations. He has worked in the
past as a hospital doctor - specialising in care of the elderly
medicine and neurology.
`This then is the book for the modern clinical teacher. It is a
comprehensive and evidence based guide to all those who have a role
or an interest in the training and education of doctors. And,
unlike many other textbooks in the field, it covers the educational
principles, the underpinning evidence, and the application of what
is known to all aspects of medical education from curriculum design
to standard setting for assessment, and from selecting students
for medical school to continuing professional development of
practicing clinicians.'
John Bligh, Professor of Medical Education, Cardiff University, UK
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