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As periodical of the International Academy of the History of Medicine, this Clio Medica volume contains 17 papers.
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ABC of Learning and Teaching in Medicine is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. Written by an expert editorial team with an international selection of authoritative contributors, this edition of ABC of Learning and Teaching in Medicine is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.
For healthcare professionals, clinical education is foundational to the learning process. However, balancing safe patient care with supportive learning opportunities for students can be challenging for instructors and the complex social context of clinical learning environments makes intentional teaching approaches essential. Clinical instructors require advanced teaching knowledge and skills as learners are often carrying out interventions on real people in unpredictable environments. Creative Clinical Teaching in the Health Professions is an indispensable guide for educators in the health professions. Interspersed with creative strategies and notes from the field by clinical teachers who offer practical suggestions, this volume equips healthcare educators with sound pedagogical theory. The authors focus on the importance of personal philosophies, resilience, and professional socialization while evaluating the current practices in clinical learning environments from technology to assessment and evaluation. This book provides instructors with the tools to influence both student success and the quality of care provided by future practitioners.
Highly Commended - BMA Awards 2007 - "I would certainly reccomend this book to all in Medical Education" Medical education, both for undergraduate and postgraduate students and for those training in their chosen specialty, is currently undergoing great change. In Medical Education: Past, Presant and Future: Handing on Learning, Sir Kenneth Calman puts this change in its proper historical context and also examines the current upheavals and their implications for the future. An ambitious but timely project made readable and specific by the use of a case-based approach - a book of this range and type has not been attempted since the early 20th century Written by a known expert in the field and therefore individualistic - but with a real insider's attributes of being able to discriminate between what does and does not matter - the insider viewpoint - especially of someone so recently involved at the centre of political and educational debate The overall theme of "regulation" covers not just the professionals' viewpoint but also the public's - and therefore covers political influences on the educational and regulatory process
Therapeutics has been central to the medical enterprise in all times and all places, but a subject that is all too often neglected by historians. The essays in this volume follow a range in chronology from antiquity to the 1980s and in geography from the Mediterranean Basin to the New World. They touch on such matters as diet and drugs, magic and surgery, orthodox and unorthodox approaches. What they share is an attempt to get beyond the easy dismissal of almost all therapeutics before the twentieth century as meaningless and harmful and to examine concrete dimensions of the therapeutic encounter in its social, professional, religious and scientific reverberations.
As periodical of the International Academy of the History of Medicine, this Clio Medica volume contains 19 papers.
Students notoriously vote with their feet, seeking out the best and most innovative teachers of their subject. The most ambitious students have been travelling long distances for their education since universities were first founded in the 13th century, making their own educational pilgrimage or peregrinatio. This volume deals with the peregrinatio medica from the viewpoint of the travelling students: who went where; how did they travel; what did they find when they arrived; what did they take back with them from their studies. Even a single individual could transform medical studies or practice back home on the periphery by trying to reform teaching and practice the way they had seen it at the best universities. Other contributions look at the universities themselves and how they were actively developed to attract students, and at some of the most successful teachers, such as Boerhaave at Leiden or the Monros at Edinburgh. The essays show how increasing levels of wealth allowed more and more students to make their pilgrimages, travelling for weeks at a time to sit at the feet of a particular master. In medicine this meant that, over the period c.1500 to 1789, a succession of universities became the medical school of choice for ambitious students: Padua and Bologna in the 1500s, Paris, Leiden and Montpellier in the 1600s, and Leiden, Göttingen and Edinburgh in the 1700s. The arrival of foreign students brought wealth to the university towns and this significant economic benefit meant that the governors of these universities tried to ensure the defence of freedom of religion and freedom of speech, thus providing the best conditions for the promotion of new views and innovation in medicine. The collection presents a new take on the history of medical education, as well as universities, travel and education more widely in ancien régime Europe.
The history of anatomy has been the subject of much recent scholarship. This volume shifts the focus to the many different ways in which the function of the body and its fluids were understood in pre-modern European thought. Contributors demonstrate how different academic disciplines can contribute to our understanding of ‘physiology’, and investigate the value of this category to pre-modern medicine. The book contains individual essays on the wider issues raised by ‘physiology’, and detailed case studies that explore particular aspects and individuals. It will be useful to those working on medicine and the body in pre-modern cultures, in disciplines including classics, history of medicine and science, philosophy, and literature. Contributors include Barbara Baert, Marlen Bidwell-Steiner, Véronique Boudon-Millot, Rainer Brömer, Elizabeth Craik, Tamás Demeter, Valeria Gavrylenko, Hans L. Haak, Mieneke te Hennepe, Sabine Kalff, Rina Knoeff, Sergius Kodera, Liesbet Kusters, Karine van ‘t Land, Tomas Macsotay, Michael McVaugh, Vivian Nutton, Barbara Orland, Jacomien Prins, Julius Rocca, Catrien Santing, Daniel Schäfer, Emma Sidgwick, Frank W. Stahnisch, Diana Stanciu, Michael Stolberg, Liba Taub, Fabio Tutrone, Katrien Vanagt, and Marion A. Wells.