IAMSE Manuals – serie

This book focuses on large and small group educational settings and offers brief strategies to engage learners to assure active learning strategies are core to the learning environment. The book opens with an introduction on active learning principles. Each chapter follows with a specific description of a strategy written by authors who are experienced in using the strategy in a classroom environment with students. The chapters are designed to be accessible and practical for the reader to apply in their learning environments.

This volume provides step-by-step instruction in creating a Team-Based Learning (TBL) module or course. In clear and concise language, the authors describe the content and purpose of each component of a TBL instructional unit. Using the principle of backward design, they then outline the process for creating a TBL learning activity. Practical issues of implementation are reviewed including team formation, orientation, incentive structures, appeals and peer evaluation. The factors that might facilitate or sabotage success are provided as well with discussion of the importance of “buy-in” and organization, getting the right room, the challenge of moving from lecturer to facilitator, and the dangers of over-testing or providing an inadequate incentive structure.  In the final chapter the authors provide resources and tips for developing the knowledge and skills to launch a TBL course or curriculum.

This IAMSE Manual describes how to use rubrics in higher education, especially in the highly specialized health sciences education setting. The book provides a conceptual framework, practices and a series of checklists that lecturers can use to design their own rubrics for a variety of situations and content. It highlights varying perspectives, from teachers, students, educational advisors, and curriculum managers, while providing practical tips for developing and using rubrics. The objectives of the manual include guiding health sciences educators in: Providing useful, actionable and efficient feedback to students on assignments using a structured format (i.e. using rubrics)Implementing a  learning culture where giving “rich feedback” is standard practiceUsing rubrics to increase quality of assessment of assignments (validity, reliability, transparency)Incorporating, in the instructionalsetting, latest insights in the appropriate use of rubrics in the health sciences education setting.

This IAMSE Manual, Mentoring Across the Continuum, is a product of its co-editors' and authors’ lifetime work in mentoring faculty and studying the impact of this mentoring. The book defines the field of academic medicine as highly dependent on finding and relating to mentors at virtually every stage of a doctor's career. It describes and analyzes successful mentor/mentee relationships, examining the authors' personal experiences, as well as a data-driven approach, to explore the many different roles and perspectives on mentoring relationships and ultimately the mentoring culture. The editors look at the data with respect to the success of different strategies in mentoring, as well as different structures of diverse mentoring programs. As well, proven ways to deliver these programs successfully for all professionals who lead mentoring programs or are active participants as mentees. There is a special emphasis on the mentoring of medical educators. However, the themes explored in this book are generalizable beyond the medical educator to include diverse academic roles across the continuum. In particular, enumerating the many specific roles of a mentor beyond just the traditional concepts adds breadth and depth to understanding what can be gained from mentor-mentee relationships. This Manual is a valuable resource for clinicians, educators, and trainees in addition to anyone involved in medical education and progressing through the stages of practicing, teaching, and learning in medicine. This Manual represents a meaningful addition to the literature on this most important professional subject.

This book is about Case-Based Collaborative Learning (CBCL) for medical educators. CBCL combines elements from team-, case- and problem-based based learning using a flipped classroom model. This book presents a detailed “how to” guide on how to create CBCL classroom materials, how to facilitate vivid discussions, and how to support students and faculty in a CBCL curriculum. The first chapter explores the CBCL method in context of established educational principles. The second chapter provides a step-wise guide to creating CBCL teaching materials from scratch or adapting existing resources. Chapter three discusses how to support both - faculty and students - in making the most out of in-class case discussions. The last chapter explores modifications to the CBCL method that have evolved over time in adapting to teaching remotely, as well as promoting self-directed learning skills in students. While originally developed in context of undergraduate medical education, the CBCL method is of interest to anyone in higher education that values flipped classroom methods and discussion-based teaching.

This manual is an instructional guide to provide healthcare educators with best practices for acknowledging and addressing racial and ethnic health disparities (REHD) in medical education. As a collaborative effort written by both medical students and educators, this manual examines the impact of race, racism, and ethnic biases on medical care and health outcomes.  This book enables readers to understand and apply key terms encompassing health disparities, bias, and cultural humility as an approach to demystify stereotypes, social assumptions and long-held misperceptions that influence the misuse of race in medical teachings. By examining the construct of race, differences between race-based and race-conscious medicine are distinguished. As such, medical educators will be guided to consider the effects of socioeconomic differences, environmental factors, and institutional racism between population categories with regard to healthcare compliance and outcomes. Supported by evidence-based recommendations, this manual provides medical educators, curriculum managers, and institutions with strategies and checklists to improve their medical curricula to ensure a well-defined understanding of race and ethnicity in medicine. This book serves as a resource for medical educators and students as they aspire to become more culturally competent, equity-minded, and inclusive healthcare professionals.

This manual provides a quick reference guide to assist educators in providing authentic feedback, how to address feedback in pre-clinical and clinical situations, and the benefits of two-way feedback in improving instruction. This manual is a collective effort between medical educators designed to ensure authentic feedback is structured for both the learner and the learning environment.This manual enables medical educators to move from theory to practical application in both the preclinical and clinical settings. Through theory, the practical application of authentic feedback becomes a concrete application rather than a profound concept. Educators gain knowledge regarding how theoretical concepts become a reality leading to student success and self-directed learning. The manual guides the educator through the various modalities in which feedback is required to drive student success, such as formative practice, learning environments, small group learning, multiple-choice assessments, and clinical settings. Finally, the manual ends with two-way communication and describes the steps medical educators can take to become reflective professionals. Supported by experienced and evidence-based recommendations, medical educators, administrators, and institutions are presented with checklists, strategies, and best practices for providing authentic feedback.

This book is a compilation of teaching theories and strategies for eliciting and interpreting student thinking to adapt to educational settings.Medical education is no longer about simply providing students with knowledge, as it was in Flexner’s day. Modern medical education is focused on shaping how students understand, define, and move the practice of medicine forward. Modern medical schools focus on building student’s ability to reason clinically and develop their own identity as professionals while integrating those pieces of their identity with their emerging content knowledge.This level of high-quality education requires medical educators to understand their learners and see their learners as more than repositories for knowledge. A medical educator must understand who the learner is, what the learner already knows, and what misunderstandings the learner has. Hence, educators must learn to be skilled not simply at conveying information, but rather at eliciting student thinking and understanding to discern what and how to best teach the learner. Faculty often think of teaching this way as complex and time-consuming. However, in this manual we reveal that once the theoretical underpinnings of why leveraging and assessing student thinking matters are understood, educators can enact the theory by building specific teaching skills.This manual is written by authors steeped in educational theory and with a background in teacher education. Other manuals and book chapters have looked at active learning and rubrics which are part of learner-centered instruction. This manual is the first of its kind to help medical educators practice what it means to teach in a learner-centered way by leveraging student thinking.The manual is written using educational theory and literature, includes vignettes for illustrative purpose, and provides practical steps in enacting strategies to elicit student thinking. In the first section of this manual, we define the practices of eliciting and interpreting student thinking and explain why student thinking matters, introduce readers to gradual release theories of learning, and showcase the benefits of using students’ experiences, background, and prior knowledge. In the second section of the manual, we explain in further detail how to leverage and assess student thinking. We describe, illustrate with vignettes, and provide step by step guides on the skills of questioning, giving feedback, debriefing clinical experiences, analyzing student work, and assessing student thinking and understanding in the medical education context.

The demand for online health professional educational programs has grown rapidly in recent years, driven by technological advances and an increasing learner appetite for flexible, accessible educational experiences. As the uptake of online techniques has increased, so has the research into their pedagogical underpinnings. However, the speed of these developments means many health professional educators remain unfamiliar with the evidence base and practicalities of actually designing and delivering these learning experiences.This book summarizes best practices in online education in a succinct, curated, and practical manner. It is designed with the busy health professional educator in mind and is written by fellow health professional educators who understand the everyday challenges of the role. It highlights core principles, gives step-by-step guidance on how to implement these for clinical learners and includes copious ‘tips and tricks’ to facilitate success.Covering everything from basic online implementations through to the advanced integration of Artificial Intelligence into learning programs, this book will serve as a valuable resource for any educator wanting to familiarise themselves with this important new discipline.

Many health professions educators are placed into leadership roles without formal training. Perspectives on Leadership in Health Professions Education is a practical, easy-to-read guide designed to provide guidance for new and aspiring leaders in health professions education. Authored by an international group of practicing leaders, this manual offers actionable insights and strategies. Each chapter includes case scenarios, references, and discussion questions—ideal for personal growth or use in faculty leadership programs.This manual contains foundational leadership theory contextualized in applications to academic settings. Readers will find guidance on career development and transitioning to leadership roles. Topics like communication skills, team building, change management, academic health care organizational structures, and accreditation principles are explored in depth. Whether you are considering a leadership role or already navigating one, Perspectives on Leadership in Health Professions Education provides the inspiration and tools to help you lead with confidence and skill.