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Record Nr. |
UNINA9910552714103321 |
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Titolo |
An Introduction to Medical Teaching [[electronic resource] ] : The Foundations of Curriculum Design, Delivery, and Assessment / / edited by Kathryn N. Huggett, Kelly M. Quesnelle, William B. Jeffries |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
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ISBN |
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Edizione |
[3rd ed. 2022.] |
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Descrizione fisica |
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1 online resource (344 pages) |
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Collana |
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Innovation and Change in Professional Education, , 2542-9957 ; ; 20 |
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Disciplina |
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Soggetti |
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Medical education |
Professional education |
Vocational education |
Premedical education |
Teachers—Training of |
Educational tests and measurements |
Medical Education |
Professional and Vocational Education |
Premedical Education |
Teaching and Teacher Education |
Assessment and Testing |
Ensenyament de la medicina |
Educació mèdica |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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1. The Science of Learning -- 2. The Science of Instruction -- 3. Lectures -- 4. Flipped Classrooms -- 5. Team-Based Learning -- 6. Practicals and Labs -- 7. Case-Based Learning -- 8. Problem-Based Learning -- 9. Self-Regulated Learning -- 10. Asynchronous e-Learning -- 11. Teaching in a Clinical Setting -- 12. Teaching with Simulation -- 13. Assessment of Knowledge -- 14. Assessment of Skills -- 15. Assessment of Attitudes and Behaviors -- 16. Course |
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Design -- 17. Distance Learning -- 18. Interprofessional Education (IPE) -- 19. Teaching to Develop Scientific Engagement -- 20. Advancing the Field: The Scholarship of Medical Education -- 21. Documenting Educator Work: The Educator Portfolio. |
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Sommario/riassunto |
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This is an introductory text designed to provide medical teachers with a comprehensive introduction to the core concepts of effective teaching practice. It contains introductory-level information about innovations for curriculum design, delivery, and assessment, all in a singular text. The work offers brief, focused chapters with content that can be easily assimilated by the reader. The topics are relevant to basic science and clinical teachers, and the work does not presume readers possess prerequisite knowledge of education theory or instructional design. The book builds upon and extends the content of the second edition by incorporating additional content to reflect advances in cognitive science and by updating existing chapters to keep pace with modern educational trends and technologies. . |
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