By Dent, John A.; Harden, Ronald M.
Read or Download A practical guide for medical teachers PDF
Similar internal medicine books
Hepatology is a crucial distinctiveness with ailments and problems relating to viral hepatitis and alcohol being the most reason behind looking professional recommendation. On such a lot basic clinical rotations and on so much surgical wards there are sufferers with hepatological difficulties. Hepatology: medical situations exposed includes scientific displays with real-life sufferer circumstances and results as obvious at the wards and in checks, and leads scholars via a realistic method of prognosis and administration of hepatological sickness.
The ATLS® application used to be constructed to educate medical professionals one secure, trustworthy process for assessing and at the beginning dealing with the trauma sufferer. The path teaches an equipped technique for evaluate and administration of heavily injured sufferers and provides a beginning of universal wisdom for all individuals of the trauma group.
Written in a succinct query and solution layout, this finished source covers all parts of nephrology and customary medical eventualities. approximately one thousand questions with targeted solutions offer nephrology fellows, working towards nephrologists and clinicians a greater realizing of nephrology and relief arrangements for nephrology and inner drugs forums.
Absolutely revised and multiplied for its moment version, the Oxford guide of Nephrology and high blood pressure offers transparent, concise details and sensible suggestions at the day by day administration of sufferers with renal illness. it's the crucial source for all these operating with renal sufferers, together with professional trainees in nephrology, origin medical professionals, renal nurses and common practitioners.
Additional info for A practical guide for medical teachers
The terms that are employed must be defined and must be specific. It is unhelpful to have the stated aim of ‘producing a good doctor’. This begs the question of how a good doctor is to be defined. The curriculum needs to define the learning outcome, the setting in which it should be performed and the standard to which it should be performed. CORE MATERIAL Given the continuing expansion of medical knowledge, it is clearly impossible for students to learn all that there is to know. It is now widely accepted that there should be a core of knowledge that all students must acquire while encouraging them to develop deeper knowledge in selected areas that are of interest to them as individuals.
In Anderson LW, Krathwohl DR, editors: A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy for educational objectives, New York, 2001, Addison Wesley. Mandin H, Harasym P, Eagle C, Watanabe M: Developing a ‘clinical presentation’ curriculum at the University of Calgary, Academic Medicine 70:186–193, 1995. Newble DI, Jaeger K: The effect of assessment and examinations on the learning of medical students, Medical Education 17:165–171, 1983. O’Neill PA: The core content of the undergraduate curriculum in Manchester, Medical Education 33:121–129, 1999.
Patil This chapter is about postgraduate medical education and training, once the doctor has already qualified after a variable number of years at medical school and possesses a basic medical qualification. In many UK medical schools, this is a five-year course, although more recently some medical schools have developed a four-year graduate-only entry medical degree course, as is common in North America. Introduction TRAINING GRADES IN THE UK In the UK doctors enter a first (intern) year now called Foundation Year 1.
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.