UID:
almafu_9960943611902883
Format:
1 online resource (ix, 215 pages) :
,
digital, PDF file(s).
Edition:
Second edition.
ISBN:
1-108-91574-4
,
1-108-92249-X
,
1-108-92120-5
Series Statement:
Cambridge medicine
Content:
Psychiatry requires a unique blend of knowledge, skills and attitudes, with important ethical and philosophical issues intrinsic to the specialty. Although teaching is an important part of training and working as a psychiatrist, this is often carried out without any specific training in educational theory or practice. This book teaches readers how to apply educational theory in this complex setting to provide the best possible learning experience for students. Chapters are short and focused, allowing the busy psychiatrist or other professional involved in undergraduate psychiatry teaching to pick it up, absorb some of the principles, and start applying them straight away to improve their teaching. Contributions from individuals with lived experience throughout the book provide insight into the patient experience and how this can be sensitively and effectively incorporated into undergraduate teaching and the benefits that can be gained from doing so.
Note:
Title from publisher's bibliographic system (viewed on 12 Oct 2022).
,
Cover -- Half-title page -- Title page -- Copyright page -- Contents -- List of Contributors -- Section 1 Principles of Medical Education -- Chapter 1.1 The Teacher -- Chapter 1.2 The Curriculum -- Chapter 1.3 Knowledge, Skills and Attitudes -- Chapter 1.4 The Learner -- Section 2 The Undergraduate Psychiatry Curriculum: Planning and Delivery -- Chapter 2.1 Understanding Curriculum Design -- Chapter 2.2 Preclinical Versus Clinical Years -- Chapter 2.3 Patients as Educators in Psychiatry: The Ethical and Educational Case -- Chapter 2.4 Assessment of Undergraduates in Psychiatry -- Chapter 2.5 Beyond the Undergraduate Core Curriculum -- Chapter 2.6 Supporting the Psychiatrists of Tomorrow -- Section 3 Clinical Placements in Psychiatry -- Chapter 3.1 Clinical Placements: Organisation and Supervision -- Chapter 3.2 Teaching and Learning in Clinical Settings -- Section 4 Formal Teaching -- Chapter 4.1 How to Give a Lecture -- Chapter 4.2 How to Do Small Group Teaching -- Chapter 4.3 Case-Based Learning -- Chapter 4.4 Role Play and Experiential Learning -- Chapter 4.5 Simulation -- Chapter 4.6 Balint Groups for Medical Students -- Chapter 4.7 Teaching the Mental State Examination: An Example of Multimodal Teaching -- Section 5 Materials Development -- Chapter 5.1 Online Learning -- Chapter 5.2 The Flipped Classroom -- Chapter 5.3 Use of Technology and Social Media -- Section 6 Gathering feedback and quality improvement -- Chapter 6.1 Quality in Medical Education -- Chapter 6.2 Quality in Practice -- Chapter 6.3 Gathering Feedback -- Section 7 Student Welfare -- Chapter 7.1 The Student in Difficulty -- Chapter 7.2 What Do I Do? -- Chapter 7.3 Raising Awareness and Promoting Well-Being -- Section 8 Developing as a medical educator -- Chapter 8.1 Getting Involved -- Chapter 8.2 Formal Roles in Medical Education -- Chapter 8.3 Training in Medical Education.
,
Index.
Additional Edition:
ISBN 9781108925976
Language:
English
URL:
https://doi.org/10.1017/9781108921206
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