Essential Skills for a Medical Teacher

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.

"In this book, the authors serve as readers' personal faculty development coaches. They provide a concise summary of the most important points a teacher must consider when engaging with learners and provide practical examples from their own personal and professional lives that add interest. The topics are relevant for all medical educators and are wonderfully integrated throughout the various sections and chapters of this faculty development resource.Although appropriate for any medical educator, this book is perhaps particularly valuable for those who are new to medical education or are working to improve their curricula and approaches to learning and assessment." --Amy L. Wilson-Delfosse, PhD (Case Western Reserve University School of Medicine) - Doody’s Notes -Weighted Numerical Score: 95 - 4 Stars"Essential Skills for a Medical Teacher provides a concise introduction to the field of medical education and is a practical guide underpinned by educational models and theory which are introduced alongside each section. The book covers what constitutes a ‘good’ medical teacher, outcome-based education, organizing a learning programme, and methods of teaching and assessment in medical education.The overarching feel of the book is that it offers a sensible hands-on manual supported with an evidence base. It is not packed full of jargon and educational concepts are described simply. It is clear and concise throughout and it is easy to see how the authors’ tips, which ooze experience, could be translated into practice.A whistle-stop tour of each topic is provided, giving adequate information in most places for the novice. At some points there is a feeling of a need for slightly more information but instead of clogging this introductory book, at all points the authors direct the reader to other resources. Each chapter ends with a reflection section which encourages the reader to actively reflect on his/her own practice as a teacher and this can be used as a powerful self-evaluation resource.The book is perfectly suited to those just getting involved in medical education at more than just a basic level and would complement those beginning to undertake study in this field, such as a postgraduate certificate in medical education. I will certainly be using it when I begin mine." --British Journal of Hospital Medicine, October 2012, Vol 73, No 10"I am pleased to be able to review the book, Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. It was a very enjoyable and informative reading adventure. The book is introduced with the basic premise that teaching is ‘‘a craft and a science,’’ and that through gaining a deeper understanding of their ‘‘work’’ all teachers can improve ‘‘from poor to good’’ or from ‘‘good to excellent’’ (page xix). With this in mind, I read the book with three sets of eyes: those of the novice or new instructor; of the clinician with some teaching experience, but little formal training in teaching; and, finally, with the eyes of an experienced instructor with training in medical education, the proficient or expert educator.In summary I felt that, Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine fulfills its mission to provide an excellent introduction as a well as a resource for advanced study. Harden and Laidlaw provide a common language and set of principles that should be as useful within chiropractic education as it is for education in other health professions. Read it to expand your own skills or, even better, read it with your colleagues to magnify the positive impact on chiropractic education." --Extract from review in J Chiropr Educ 2013 Vol. 27 No. 1

• Section 1 - Challenges you face as a teacher (Teaching responsibilities)1. What is expected of you as a teacher at a time of changeSection 2 - Specifying what students should learn (Outcome-based education)2. What is outcome or competency based education3. Specifying the learning outcomes and competencies4. Describing and communicating the learning outcomes and competencies5. Twelve steps in establishing an outcome or competency based approach6. Entrustable Professional ActivitiesSection 3 - Planning the curriculum (The Curriculum)7. The authentic curriculum8. Ten questions to ask when planning a curriculum9. Sequencing curriculum content and the spiral curriculum10. A student-centred approach and student engagement11. Building learning around clinical problems and presentations12. Using an integrated approach13. Interprofessional education (IPE)14. Clinical teaching in the curriculum15. Information overload, the core curriculum and electives16. The importance of the education environment17. Mapping the curriculumSection 4 - Helping the student to learn (The teacher’s toolkit)18. Selecting the teaching method19. Using sound educational principles20. Demonstrating passion for teaching21. Teaching large groups22. Learning in small groups23. Facilitating Independent learning24. Undertaking clinical teaching25. Making use of simulation26. Technology-enhanced learning27. Using peer and collaborative learningSection 5 - Checking that the student has learned (Assessment)28. Your institution’s assessment PROFILE29. Six questions to ask about assessment30. Written assessment31. Clinical and performance-based assessment32. Portfolio assessment33. Self-assessment34. Assessment for admission to medicine and postgraduate trainingSection 6 - Planning for the future35. Evaluating the curriculum36. Knowing what works and doesn’t work37. Bringing about change38. The future of medical education