Medical Education: Theory and Practice E-Book

Check out our e-book click here or on the picture below to go to our post about the e-book. Introduction to the Series Posted January 26, Modal Model of Memory Posted January 27, Naturalistic Decision Making Posted February 3, Communities of Practice Posted February 10, Social Constructivism Posted February 24, Reflective Practice Posted March 3, Self-Directed Learning Posted March 10, Dual Process Reasoning Posted April 7, Action Learning Posted July 17, Digital Natives Posted May 29, Self-Determination Theory Posted May 1, Spaced Repetition Theory Posted April 24, Zone of Proximal Development Posted April 3, Transformative Learning Theory Posted April 10, Deliberate Practice Posted June 12, Constructive Developmental Framework Posted June 26, The posts will be added to the below docket.

He draws contributions from 49 other medical and non-medical educators, both UK and internationally based, to span a useful range of topics of importance for medical undergraduate education, postgraduate specialist teaching and for continuing professional development.

There are also forward looking developmental chapters of relevance for aspiring medical educators and learning programme leads. As such this publication could aspire to be the key educational handbook for all clinical departments and training practices in the UK. There is considerable overlap with public health educational practice, not just because public health domains, like health protection and healthcare quality, borrow readily from medical education practice, such as the OSPHE scenarios and other assessment methods like case-based discussion.

Also the book's underlying theoretical sources overlap with much of generic adult learning theory and andragogical practices across other professional fields. Arguably the wide expert inputs offered a significant opportunity for a major overview and synthesis of key theoretical literature, professional guidance and published empirical evidence. There is variable depth in the evidence reviews and some in referencing style, e.

In-depth coverage of the overall evidence is an important function of such a book and could be built upon better in future editions. Some literature omissions are perhaps explicable in terms of author preference or subject scope.

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Indeed a global reference list would be very useful alongside future editions, perhaps web based, to iron out duplication of entries or notable omissions or errors. This would more clearly identify definitive core literature sources, and also cross-categorize those seminal items of relevance to several chapters and androgogical themes. Although this text is widely relevant to life-long learning in the public health specialty, it is clear it is aimed mainly at those involved in undergraduate medical education and in postgraduate medical specialty training.

Nevertheless there is much material that should help inform all public health consultants in their own learning practices and in contributing to supervising and developing others. The increased use of online learning in public health continuing professional development CPD overlaps well with the basic concepts and tools within the chapter on e-learning. There is a helpful series on assessment of learning, and public health departments may find the chapter on workplace-based assessment of value as an in-house training resource.

Some important topics are thinly covered, such as mentoring within the chapter on supervision, mentoring and coaching. Some key references on mentoring could be added for example the good mentoring toolkit or Freeman's mentoring in general practice. Mentoring is also revisited in the chapter on developing medical educators, highlighting the developmental support that could be available from mentors and role models.