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Traditionally known as the Green Book, the Graduate Medical Education Directory 1998-1999 has an unprecedented reputation for reliability, comprehensiveness, and ease of use. This definitive guide includes over 7,800 accredited residency programs sponsored by more than 1,600 GME teaching institutions. It also includes the Accreditation Council on Graduate Medical Education's institutional and program requirements for almost 100 specialties and subspecialties, medical specialty board certification requirements, and a list of US medical schools.
GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.
Since its introduction as a brief, empirically validated treatment for depression, Interpersonal Psychotherapy has broadened its scope and repertoire to include disorders of behavior and personality as well as disorders of mood. Practitioners in today's managed care climate will welcome this encyclopedic reference consolidating the 1984 manual (revised) with new applications and research results plus studies in process and in promise and an international resource exchange.
At a time when society is demanding accountability from the medical education system and residency review committees are demanding written curricula, this book offers a practical, yet theoretically sound, approach to curriculum development in medicine. Short, practical, and generic in its approach, the book begins with an overview of a six-step approach to curriculum development. Each succeeding chapter then covers one of the six steps: problem identification, targeted needs assessment, goals and objectives, education methods, implementation, and evaluation. Additional chapters address curriculum maintenance, enhancement, and dissemination. Throughout, examples are used to illustrate major points. An appendix provides the reader with a selected list of published and unpublished resources on funding, faculty development, and already developed curricula.
Includes [as pt. 1] the Proceedings of the Annual Session and [as pt. 2] the Proceedings of the Interim Session for 1948 and of the Clinical Session 1949-