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Curriculum Development for Medical Education : A Six-Step Approach
Based on a proven six-step model and including examples and questions to guide application of those timeless principles, Curriculum Development for Medical Education is a practical guidebook for all faculty members and administrators responsible for the educational experiences of medical students, residents, fellows, and clinical practitioners.Incorporating revisions driven by calls for reform and innovations in medical education that challenge established teaching models, the third edition includes an awareness of new accreditation standards and regulatory guidelines.The authors have expanded their discussion of survey methodology for needs assessment and stress the importance of writing competency-based goals and objectives that incorporate milestones, entrustable professional activities, and observable practice activities.With updated examples focusing on interprofessional education, collaborative practice, and educational technology, they describe educational strategies that incorporate the new science of learning.A completely new chapter presents the unique challenges of curriculum development for large, long, and integrated curricula.
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Curriculum Development for Medical Education : A Six-Step Approach
A thoroughly revised and updated fourth edition of a text that has become an international standard for curriculum development in health professional education. Intended for faculty and other content experts who have an interest or responsibility as educators in their discipline, Curriculum Development for Medical Education has extended its vision to better serve a diverse professional and international audience.Building on the time-honored, practical, and user-friendly approach of the six-step model of curriculum development, this edition is richly detailed, with numerous examples of innovations that challenge traditional teaching models.In addition, the fourth edition presents • updates in our understanding of how humans learn; • a new chapter on curricula that address community needs and health equity; and• an increased emphasis throughout on health systems science, population health, equity, educational technology in health professions education, and interprofessional education. This new edition remains a cutting-edge tool and practical guidebook for faculty members and administrators responsible for the educational experiences of health professional students, residents, fellows, and practitioners.It includes chapters on each of the steps of curriculum development, with updated examples and questions to guide the application of the timeless principles.Subsequent chapters cover curriculum maintenance and enhancement, dissemination, and curriculum development for larger programs.Appendixes present examples of full curricula designed using the six-step approach, which is widely recognized as the current standard for publication and dissemination of new curricula and provides a basis for meaningful educational interventions, scholarship, and career advancement for the health professional educator.The book also provides curricular, faculty development, and funding resources.Contributors: Chadia N. Abras, Belinda Y. Chen, Heidi L. Gullett, Mark T. Hughes, David E. Kern, Brenessa M. Lindeman, Pamela A. Lipsett, Mary L. O'Connor Leppert, Amit K. Pahwa, Deanna Saylor, Mamta K. Singh, Sean A. Tackett, Patricia A. Thomas
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Researching Medical Education
RESEARCHING MEDICAL EDUCATION Researching Medical Education is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE.This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development.By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation. Researching Medical Education includes contributions from experts and emerging researchers from five continents.The text includes information on: Developing yourself and your practice as a health professions education researcher Methods and methodologies including ethnography/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice) Includes 10 brand new chapters Researching Medical Education is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development. “This is an extraordinary text that combines theory and practice in medical education research.The authors represent the who’s who of medical education research, and their wisdom and insights will help guide novice and experienced researchers alike.” —David M.Irby, Professor Emeritus of Medicine, University of California, San Francisco, USA “Research in health professions education is maturing.This is clearly evidenced by the second edition of Researching Medical Education.In 30 chapters this book takes you on an exciting voyage on research theories and research methodologies.This book is a comprehensive resource for anyone engaging in research in health professions education.” — Cees van der Vleuten, former Director of the School of Health Professions Education, Maastricht University, The Netherlands
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Coaching in Medical Education
Today's medical school coaching programs integrate a wide variety of personalized goals, including professional identity formation and academic performance, as well as community building, leadership and lifelong learning skills, clinical skills development, and more.Coaching in Medical Education, part of the American Medical Association's MedEd Innovation Series, is a first-of-its-kind, instructor-focused field book that equips educators to coach all learners and run an effective coaching program, increasing the likelihood of the learner (and thus physician) success.This volume . . . Summarizes a set of robust theories, which form a scientific foundation for coaching competencies Gives clear guidance on coaching, as well as how to design, implement, and evaluate a coaching program in today's institutions. Explains the difference between coaching and traditional advising and mentoring. Discusses how to use coaching to develop the Master Adaptive Learner. Provides various approaches for different levels of learners-remedial to advanced, UME through GME. Offers practical frameworks for individual, team, and peer coaching. Discusses how to use coaching to enhance wellbeing, strengthen leadership skills, foster personalized academic and career development, and increase resilience during change and acute uncertainty. Contains tools for creating an ethical, equitable, and inclusive coaching program. Includes a chapter focused on Assessment and Program Outcomes. One of the American Medical Association's ChangeMedEd initiatives and innovations, written and edited by members of the Accelerating Change in Medical Education Consortium - a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects. Enhanced eBook version included with purchase.?Your enhanced eBook allows you to access all of the text, figures, and references from the book on a variety of devices.
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Is there a difference between medical technology and medical informatics?
Yes, there is a difference between medical technology and medical informatics. Medical technology refers to the tools, equipment, and procedures used in healthcare to diagnose, monitor, and treat patients, such as MRI machines, surgical robots, and pacemakers. On the other hand, medical informatics focuses on the use of technology and data to improve healthcare delivery, patient outcomes, and research. It involves the collection, storage, analysis, and interpretation of healthcare data to inform decision-making and improve the efficiency and quality of healthcare services. In summary, medical technology involves the physical tools and equipment used in healthcare, while medical informatics involves the use of technology and data to improve healthcare processes and outcomes.
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How can one study medical technology?
One can study medical technology by enrolling in a degree program in biomedical engineering, medical technology, or a related field. These programs typically offer courses in biology, chemistry, physics, and engineering, as well as specialized courses in medical device design, healthcare systems, and regulatory affairs. Additionally, students can gain practical experience through internships or co-op programs at hospitals, research labs, or medical device companies. Graduates can pursue careers in medical device development, healthcare technology management, or research and development in the medical field.
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What is a medical research paper?
A medical research paper is a document that presents the findings of a study or investigation related to a medical topic. It typically includes a detailed description of the research methods, results, and conclusions, and is often published in a scientific journal. Medical research papers are used to share new knowledge and advancements in the field of medicine, and they play a crucial role in advancing medical science and improving patient care. These papers are often written by researchers, scientists, and medical professionals, and are used by other professionals to stay updated on the latest developments in the field.
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Should one study medical technology or not?
Studying medical technology can be a rewarding career choice for those interested in healthcare and technology. It offers the opportunity to work at the intersection of medicine and innovation, contributing to advancements in patient care and treatment. With the increasing demand for healthcare professionals and the rapid development of medical technology, pursuing a degree in this field can lead to diverse job opportunities and a fulfilling career helping others. Ultimately, the decision to study medical technology should be based on individual interests, career goals, and passion for making a difference in the healthcare industry.
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Advances in Medical Education
About 550 registrants from 51 different countries attended the Seventh Ottawa Conference on Medical Education and Assessment in Maastricht.We received 525 abstracts for the conference, divided in thematic poster sessions and platform presentations. Organising the conference was an honour and we tried to meet the high standards of a friendly and relaxed atmosphere which has characterized previous Ottawa conferences.During and after the conference about 250 papers were submitted for publication in the conference proceedings, leaving us little time for a post-conference depression.Despite the large number of papers, the editors have attempted to review and edit the papers as care fully as possible.Occasionally, however, correspondence exceeded reasonable deadlines, preventing careful editing of a small number of the papers.Although we felt that our editorial task was not quite finished, we nevertheless decided to include these papers.We thank the many authors for their enthusiastic and prompt response to - occasionally tedious - editorial suggestions and requests.We are sure that this collective effort has resulted in a book that will make an important contribution to the field of medical education.The editors want to thank Jocelyn Flippo-Berger whose expertise with desk top publishing and perseverance was a great help.
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Practical Statistics for Medical Research
Most medical researchers, whether clinical or non-clinical, receive some background in statistics as undergraduates.However, it is most often brief, a long time ago, and largely forgotten by the time it is needed.Furthermore, many introductory texts fall short of adequately explaining the underlying concepts of statistics, and often are divorced from the reality of conducting and assessing medical research.Practical Statistics for Medical Research is a problem-based text for medical researchers, medical students, and others in the medical arena who need to use statistics but have no specialized mathematics background.Explores topics of particular importance in clinical practice, including diagnostic tests, method comparison, and observer agreementUtilizes real data throughout and includes dozens of interesting data setsDiscusses the use and misuse of statistics, enabling readers to judge the appropriateness of methods and interpretations published in medical journalsDescribes the main statistical methods for comparing data collected from different groups of individuals or for relating different observations from the same peopleProvides many problems, all with detailed solutionsThe author draws on twenty years of experience as a consulting medical statistician to provide clear explanations to key statistical concepts, with a firm emphasis on practical aspects of designing and analyzing medical research.The text gives special attention to the presentation and interpretation of results and the many real problems that arise in medical research.
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Practical Statistics for Medical Research
Most medical researchers, whether clinical or non-clinical, receive some background in statistics as undergraduates.However, it is most often brief, a long time ago, and largely forgotten by the time it is needed.Furthermore, many introductory texts fall short of adequately explaining the underlying concepts of statistics, and often are divorced from the reality of conducting and assessing medical research.Practical Statistics for Medical Research is a problem-based text for medical researchers, medical students, and others in the medical arena who need to use statistics but have no specialized mathematics background.Explores topics of particular importance in clinical practice, including diagnostic tests, method comparison, and observer agreementUtilizes real data throughout and includes dozens of interesting data setsDiscusses the use and misuse of statistics, enabling readers to judge the appropriateness of methods and interpretations published in medical journalsDescribes the main statistical methods for comparing data collected from different groups of individuals or for relating different observations from the same peopleProvides many problems, all with detailed solutionsThe author draws on twenty years of experience as a consulting medical statistician to provide clear explanations to key statistical concepts, with a firm emphasis on practical aspects of designing and analyzing medical research.The text gives special attention to the presentation and interpretation of results and the many real problems that arise in medical research.
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Medical Humanities and Medical Education : How the medical humanities can shape better doctors
The field of the medical humanities is developing rapidly, however, there has also been parallel concern from sceptics that the value of medical humanities educational interventions should be open to scrutiny and evidence.Just what is the impact of medical humanities provision upon the education of medical students?In an era of limited resources, is such provision worth the investment?This innovative text addresses these pressing questions, describes the contemporary territory comprising the medical humanities in medical education, and explains how this field may be developed as a key medical education component for the future. Bleakley, a driving force of the international movement to establish the medical humanities as a core and integrated provision in the medical curriculum, proposes a model that requires collaboration between patients, artists, humanities scholars, doctors and other health professionals, in developing medical students’ sensibility (clinical acumen based on close noticing) and sensitivity (ethical, professional and humane practice).In particular, this text focuses upon how medical humanities input into the curriculum can help to shape the identities of medical students as future doctors who are humane, caring, expressive and creative – whose work will be technically sound but considerably enhanced by their abilities to communicate well with patients and colleagues, to empathise, to be adaptive and innovative, and to act as ‘medical citizens’ in shaping a future medical culture as a model democracy where social justice is a key aspect of medicine. Making sense of the new wave of medical humanities in medical education scholarship that calls for a ‘critical medical humanities’, Medical Humanities and Medical Education incorporates a range of case studies and illustrative and practical examples to aid integrating medical humanities into the medical curriculum.It will be important reading for medical educators and others working with the medical education community, and all those interested in the medical humanities.
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What do you do in medical technology?
In medical technology, I work on developing and implementing innovative tools and devices that help improve patient care, diagnosis, and treatment. This involves collaborating with healthcare professionals to understand their needs and challenges, conducting research to develop new technologies, and testing and validating these solutions in clinical settings. Ultimately, my goal is to leverage technology to enhance the quality of healthcare delivery and outcomes for patients.
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Can I study medical technology without having physics?
While it is possible to study medical technology without having a background in physics, it is highly recommended to have a basic understanding of physics. Physics plays a crucial role in understanding the principles behind medical imaging, radiation therapy, and other medical technology applications. Without a foundation in physics, it may be challenging to grasp the underlying concepts and principles in medical technology. Therefore, having a basic understanding of physics can greatly benefit your studies and future career in medical technology.
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What is the highest non-medical education?
The highest non-medical education is typically a doctoral degree, such as a Ph.D. (Doctor of Philosophy) or an Ed.D. (Doctor of Education). These degrees are the highest level of academic achievement and are typically earned after completing a master's degree. Doctoral degrees are often pursued by individuals seeking to advance their knowledge and expertise in a specific field, conduct original research, or pursue careers in academia or research.
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What development opportunities are there for emergency medical technicians?
Emergency medical technicians (EMTs) have various development opportunities available to them. They can pursue advanced certifications, such as becoming a paramedic or obtaining specialized training in areas such as pediatric or wilderness medicine. EMTs can also seek opportunities for career advancement, such as becoming a supervisor or manager within their organization. Additionally, they can pursue higher education, such as a bachelor's degree in emergency medical services or a related field, to open up opportunities for leadership roles or teaching positions. Continuous training and professional development are also important for EMTs to stay current with the latest medical advancements and best practices in the field.
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