About the Editors Tim Swanwick, Dean of Education and Leadership Development, NHS Leadership Academy, Health Education England, London, UK. Kirsty Forrest, Dean of Medicine, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia. Bridget C. O'Brien, Associate Professor, Department of Medicine, Education Researcher, Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA.

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• Contributors, viiForeword to the Third Edition, xiiiPreface, xvPart 1: Foundations, 11 Understanding Medical Education, 3Tim Swanwick2 A Global View of Structures and Trends in Medical Education, 7Bridget C. O’Brien, Kirsty Forrest, Marjo Wijnen‐Meijer, and Olle ten Cate3 The Science of Learning, 23Anique B. H. de Bruin, Matthew Sibbald, and Sandra Monteiro4 Teaching and Learning in Medical Education: How Theory can Inform Practice, 37David M. Kaufman5 Principles of Curriculum Design, 71Janet Grant6 Instructional Design: Applying Theory to Teaching Practice, 89Linda Snell, Daisuke Son, and Hirotaka Onishi7 Quality in Medical Education, 101Diane N. Kenwright and Tim WilkinsonPart 2: Teaching and Learning, 1118 Lectures and Large Groups, 113Dujeepa D. Samarasekera, Matthew C. E. Gwee, Andrew Long, and Bridget Lock9 Learning in Small Groups, 123Peter McCrorie10 Technology‐enhanced Learning, 139Rachel H. Ellaway11 Simulation in Medical Education, 151Alexis Battista and Debra Nestel12 Work‐based Learning, 163Clare Morris13 Supervision, Mentoring, and Coaching, 179John Launer14 Interprofessional Education, 191Della Freeth, Maggi Savin‐Baden, and Jill Thistlethwaite15 Patient Involvement in Medical Education, 207John Spencer, Judy McKimm, and Jools Symons16 Learning Medicine With, From, and Through the Humanities, 223Neville Chiavaroli, Chien‐Da Huang, and Lynn Monrouxe17 The Development of Professional Identity, 239Sylvia R. Cruess and Richard L. Cruess18 Portfolios in Personal and Professional Development, 255Erik Driessen and Jan van Tartwijk19 Continuing Professional Development, 263Simon Kitto, David Price, Dahn Jeong, Craig Campbell, and Scott ReevesPart 3: Assessment and Selection, 27520 How to Design a Useful Test: The Principles of Assessment, 277Lambert W. T. Schuwirth and Cees P. M. van der Vleuten21 Written Assessment, 291Brian Jolly and Mary Jane Dalton22 Workplace Assessment, 319John J. Norcini and Zareen Zaidi23 Structured Assessments of Clinical Competence, 335Katharine A. M. Boursicot, Trudie E. Roberts, and William P. Burdick24 Standard Setting Methods in Medical Education: High‐stakes Assessment, 347André F. De Champlain25 Formative Assessment: Assessment for Learning, 361Diana F. Wood26 Selection into Medical Education and Training, 375Fiona Patterson, Eamonn Ferguson, and Lara ZibarrasPart 4: Research and Evaluation, 38927 Philosophical Research Perspectives and Planning your Research, 391Jan Illing and Madeline Carter28 Quantitative Research Methods in Medical Education, 405Geoff Norman and Kevin W. Eva29 Qualitative Research in Medical Education: Methodologies and Methods, 427Stella L. Ng, Lindsay Baker, Sayra Cristancho, Tara J. Kennedy, and Lorelei Lingard30 Programme Evaluation, 443Chris Lovato and Linda Peterson31 Knowledge Synthesis, 457auren A. Maggio, Aliki Thomas, and Steven J. DurningPart 5: Faculty and Learners, 47132 Career Progression and Support, 473Caroline Elton and Nicole J. Borges33 Supporting Learner Well‐being, 485Jo Bishop, Graeme Horton, Wendy Hu, and Claire Vogan34 Managing Remediation, 497Deborah Cohen, Melody Rhydderch, and Ian Cooper35 Diversity in Medical Education, 513Nisha Dogra and Olivia Carter‐Pokras36 Developing Medical Educators: A Journey, not a Destination, 531Yvonne Steinert37 Educational Leadership and Management, 549Judy McKimm and Tim SwanwickIndex, 569

About the Editors Tim Swanwick, Dean of Education and Leadership Development, NHS Leadership Academy, Health Education England, London, UK. Kirsty Forrest, Dean of Medicine, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia. Bridget C. O'Brien, Associate Professor, Department of Medicine, Education Researcher, Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA.

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• Contributors, viiForeword to the Third Edition, xiiiPreface, xvPart 1: Foundations, 11 Understanding Medical Education, 3Tim Swanwick2 A Global View of Structures and Trends in Medical Education, 7Bridget C. O’Brien, Kirsty Forrest, Marjo Wijnen‐Meijer, and Olle ten Cate3 The Science of Learning, 23Anique B. H. de Bruin, Matthew Sibbald, and Sandra Monteiro4 Teaching and Learning in Medical Education: How Theory can Inform Practice, 37David M. Kaufman5 Principles of Curriculum Design, 71Janet Grant6 Instructional Design: Applying Theory to Teaching Practice, 89Linda Snell, Daisuke Son, and Hirotaka Onishi7 Quality in Medical Education, 101Diane N. Kenwright and Tim WilkinsonPart 2: Teaching and Learning, 1118 Lectures and Large Groups, 113Dujeepa D. Samarasekera, Matthew C. E. Gwee, Andrew Long, and Bridget Lock9 Learning in Small Groups, 123Peter McCrorie10 Technology‐enhanced Learning, 139Rachel H. Ellaway11 Simulation in Medical Education, 151Alexis Battista and Debra Nestel12 Work‐based Learning, 163Clare Morris13 Supervision, Mentoring, and Coaching, 179John Launer14 Interprofessional Education, 191Della Freeth, Maggi Savin‐Baden, and Jill Thistlethwaite15 Patient Involvement in Medical Education, 207John Spencer, Judy McKimm, and Jools Symons16 Learning Medicine With, From, and Through the Humanities, 223Neville Chiavaroli, Chien‐Da Huang, and Lynn Monrouxe17 The Development of Professional Identity, 239Sylvia R. Cruess and Richard L. Cruess18 Portfolios in Personal and Professional Development, 255Erik Driessen and Jan van Tartwijk19 Continuing Professional Development, 263Simon Kitto, David Price, Dahn Jeong, Craig Campbell, and Scott ReevesPart 3: Assessment and Selection, 27520 How to Design a Useful Test: The Principles of Assessment, 277Lambert W. T. Schuwirth and Cees P. M. van der Vleuten21 Written Assessment, 291Brian Jolly and Mary Jane Dalton22 Workplace Assessment, 319John J. Norcini and Zareen Zaidi23 Structured Assessments of Clinical Competence, 335Katharine A. M. Boursicot, Trudie E. Roberts, and William P. Burdick24 Standard Setting Methods in Medical Education: High‐stakes Assessment, 347André F. De Champlain25 Formative Assessment: Assessment for Learning, 361Diana F. Wood26 Selection into Medical Education and Training, 375Fiona Patterson, Eamonn Ferguson, and Lara ZibarrasPart 4: Research and Evaluation, 38927 Philosophical Research Perspectives and Planning your Research, 391Jan Illing and Madeline Carter28 Quantitative Research Methods in Medical Education, 405Geoff Norman and Kevin W. Eva29 Qualitative Research in Medical Education: Methodologies and Methods, 427Stella L. Ng, Lindsay Baker, Sayra Cristancho, Tara J. Kennedy, and Lorelei Lingard30 Programme Evaluation, 443Chris Lovato and Linda Peterson31 Knowledge Synthesis, 457auren A. Maggio, Aliki Thomas, and Steven J. DurningPart 5: Faculty and Learners, 47132 Career Progression and Support, 473Caroline Elton and Nicole J. Borges33 Supporting Learner Well‐being, 485Jo Bishop, Graeme Horton, Wendy Hu, and Claire Vogan34 Managing Remediation, 497Deborah Cohen, Melody Rhydderch, and Ian Cooper35 Diversity in Medical Education, 513Nisha Dogra and Olivia Carter‐Pokras36 Developing Medical Educators: A Journey, not a Destination, 531Yvonne Steinert37 Educational Leadership and Management, 549Judy McKimm and Tim SwanwickIndex, 569

About the Editors Tim Swanwick, Dean of Education and Leadership Development, NHS Leadership Academy, Health Education England, London, UK. Kirsty Forrest, Dean of Medicine, Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia. Bridget C. O'Brien, Associate Professor, Department of Medicine, Education Researcher, Center for Faculty Educators, School of Medicine, University of California, San Francisco, CA, USA.

Select Guide Rating

• Contributors, viiForeword to the Third Edition, xiiiPreface, xvPart 1: Foundations, 11 Understanding Medical Education, 3Tim Swanwick2 A Global View of Structures and Trends in Medical Education, 7Bridget C. O’Brien, Kirsty Forrest, Marjo Wijnen‐Meijer, and Olle ten Cate3 The Science of Learning, 23Anique B. H. de Bruin, Matthew Sibbald, and Sandra Monteiro4 Teaching and Learning in Medical Education: How Theory can Inform Practice, 37David M. Kaufman5 Principles of Curriculum Design, 71Janet Grant6 Instructional Design: Applying Theory to Teaching Practice, 89Linda Snell, Daisuke Son, and Hirotaka Onishi7 Quality in Medical Education, 101Diane N. Kenwright and Tim WilkinsonPart 2: Teaching and Learning, 1118 Lectures and Large Groups, 113Dujeepa D. Samarasekera, Matthew C. E. Gwee, Andrew Long, and Bridget Lock9 Learning in Small Groups, 123Peter McCrorie10 Technology‐enhanced Learning, 139Rachel H. Ellaway11 Simulation in Medical Education, 151Alexis Battista and Debra Nestel12 Work‐based Learning, 163Clare Morris13 Supervision, Mentoring, and Coaching, 179John Launer14 Interprofessional Education, 191Della Freeth, Maggi Savin‐Baden, and Jill Thistlethwaite15 Patient Involvement in Medical Education, 207John Spencer, Judy McKimm, and Jools Symons16 Learning Medicine With, From, and Through the Humanities, 223Neville Chiavaroli, Chien‐Da Huang, and Lynn Monrouxe17 The Development of Professional Identity, 239Sylvia R. Cruess and Richard L. Cruess18 Portfolios in Personal and Professional Development, 255Erik Driessen and Jan van Tartwijk19 Continuing Professional Development, 263Simon Kitto, David Price, Dahn Jeong, Craig Campbell, and Scott ReevesPart 3: Assessment and Selection, 27520 How to Design a Useful Test: The Principles of Assessment, 277Lambert W. T. Schuwirth and Cees P. M. van der Vleuten21 Written Assessment, 291Brian Jolly and Mary Jane Dalton22 Workplace Assessment, 319John J. Norcini and Zareen Zaidi23 Structured Assessments of Clinical Competence, 335Katharine A. M. Boursicot, Trudie E. Roberts, and William P. Burdick24 Standard Setting Methods in Medical Education: High‐stakes Assessment, 347André F. De Champlain25 Formative Assessment: Assessment for Learning, 361Diana F. Wood26 Selection into Medical Education and Training, 375Fiona Patterson, Eamonn Ferguson, and Lara ZibarrasPart 4: Research and Evaluation, 38927 Philosophical Research Perspectives and Planning your Research, 391Jan Illing and Madeline Carter28 Quantitative Research Methods in Medical Education, 405Geoff Norman and Kevin W. Eva29 Qualitative Research in Medical Education: Methodologies and Methods, 427Stella L. Ng, Lindsay Baker, Sayra Cristancho, Tara J. Kennedy, and Lorelei Lingard30 Programme Evaluation, 443Chris Lovato and Linda Peterson31 Knowledge Synthesis, 457auren A. Maggio, Aliki Thomas, and Steven J. DurningPart 5: Faculty and Learners, 47132 Career Progression and Support, 473Caroline Elton and Nicole J. Borges33 Supporting Learner Well‐being, 485Jo Bishop, Graeme Horton, Wendy Hu, and Claire Vogan34 Managing Remediation, 497Deborah Cohen, Melody Rhydderch, and Ian Cooper35 Diversity in Medical Education, 513Nisha Dogra and Olivia Carter‐Pokras36 Developing Medical Educators: A Journey, not a Destination, 531Yvonne Steinert37 Educational Leadership and Management, 549Judy McKimm and Tim SwanwickIndex, 569