Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees.

• Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program.
• Includes new coverage of "just-in-time" learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education.
• Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping.
• Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers.
• Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students' or trainees' learning can be made more effective.
• Expert Consult(TM) eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.

Professor Ronald M Harden is recognised as a leading international expert in medical education with experience as a teacher, curriculum developer, and teaching dean of a medical school. He is currently General Secretary of AMEE, an International Association for Medical Education.

• Section 1 - Challenges you face as a teacher (Teaching responsibilities)

  1. What is expected of you as a teacher at a time of change

  Section 2 - Specifying what students should learn (Outcome-based education)

  2. What is outcome or competency based education
  3. Specifying the learning outcomes and competencies
  4. Describing and communicating the learning outcomes and competencies
  5. Twelve steps in establishing an outcome or competency based approach
  6. Entrustable Professional Activities

  Section 3 - Planning the curriculum (The Curriculum)

  7. The authentic curriculum
  8. Ten questions to ask when planning a curriculum
  9. Sequencing curriculum content and the spiral curriculum
  10. A student-centred approach and student engagement
  11. Building learning around clinical problems and presentations
  12. Using an integrated approach
  13. Interprofessional education (IPE)
  14. Clinical teaching in the curriculum
  15. Information overload, the core curriculum and electives
  16. The importance of the education environment
  17. Mapping the curriculum

  Section 4 - Helping the student to learn (The teacher's toolkit)

  18. Selecting the teaching method
  19. Using sound educational principles
  20. Demonstrating passion for teaching
  21. Teaching large groups
  22. Learning in small groups
  23. Facilitating Independent learning
  24. Undertaking clinical teaching
  25. Making use of simulation
  26. Technology-enhanced learning
  27. Using peer and collaborative learning

  Section 5 - Checking that the student has learned (Assessment)

  28. Your institution's assessment PROFILE
  29. Six questions to ask about assessment
  30. Written assessment
  31. Clinical and performance-based assessment
  32. Portfolio assessment
  33. Self-assessment
  34. Assessment for admission to medicine and postgraduate training

  Section 6 - Planning for the future

  35. Evaluating the curriculum
  36. Knowing what works and doesn't work
  37. Bringing about change
  38. The future of medical education