ABC OF LEARNING AND TEACHING IN MEDICINE, 3RD EDITION

1 Becoming a Better Teacher 1
2 Educational Theory: An Overview 7
3 Inquiry ]based Learning 11
4 Course Design 15
5 Creating Educational Materials 19
6 Creating a Safe and Effective Learning Environment 23
7 Feedback in Medical Education: Skills for Improving Learner Performance 29
8 Small ]Group Learning 33
9 Lectures Lecturing and Learning 39
10 Simulation in Healthcare Education 43
11 Workplace Learning: Promoting Strengths Addressing Weaknesses 49
12 Learner Supervision 53
13 Formative Assessment 59
14 Written Assessment 65
15 Skill ]based Assessment 71
16 Work ]based Assessment 77
17 Quality Assurance of Assessments 81
18 Students in Difficulty 85
19 Teaching and Learning Professionalism 91
20 Social Media and Learning 97
21 The Mindful Clinician ]Teacher 105
22 Evaluation 109

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.

Author Information
• Peter Cantillon, Professor of Primary Care, Discipline of General Practice, School of Medicine, National University of Ireland, Galway, Ireland
• Diana Wood, Director of Medical Education and Clinical Dean, School of Clinical Medicine, University of Cambridge, Cambridge, UK
• Sarah Yardley, Consultant in Palliative Medicine, Central & North West London NHS Foundation Trust and Honorary Lecturer, Marie Curie Palliative Care Research Department, University College London, London, UK