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Harden, Laidlaw: Essential Skills for a Medical Teachers

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Dent, Harden: A Practical Guide for Medical Teachers

 

Témák

A jó orvosegyetemi oktató

Curriculum és oktatási stratégiák

Kiscsoportos tanítás

E-learning az orvosegyetemi oktatásban

A tantermi előadás gyakorlata

Tanulási útmutató segédanyagok

Standardok kialakítása

Az értékelési módszer kiválasztása

Írásbeli kikérdezés

A portfólió mint értékelési lehetőség

Visszajelzés a hallgató felé

Oktatói gárda fejlesztése

Minőségbiztosítás

Klinikai, ágymelletti oktatás

Hallgatók oktatása a járóbetegellátásban

Szimulált/standardizált betegek

Skill centrumok/szimulációk

 

A jó orvosegyetemi oktató

Rövidebb idő alatt áttekinthető anyagok:

Harden & Crosby: AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, 22, 4: 334-347.

Steinert, Y., 1996. Twelve tips for effective small-group teaching in the health professions. Med. Teach. 18, 203-207.

Gunn, V: Approaches to small group learning and teaching. Learning and teaching Centre, University of Glasgow, 2007.

Rudland, J.R. : Learning in small groups. In: A practical guide for medical teachers. Churchill Livingstone, Elsevier, 2009. pp. 80-85.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Hinchliff, S:The Practitioner as Teacher. Elsevier Health Sciences, 2009.

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Curriculum és oktatási stratégiák

Rövidebb idő alatt áttekinthető anyagok:

Flexner A., Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching, Bulletin Number Four, 1910., Bull World Health Organ. 2002;80(7):594-602.

Harden, R.M., Crosby, J.R., Davis M.H., 1999. Outcome-Based Education. AMEE Medical Education Guide no. 14 Part 2. An introduction to outcome-based education. Med. Teach. 21, 7-14.

Harden, R.M./, 1986. Ten questions to ask when planning a course or curriculum. Med. Educ. 20, 356-365.

Dunn, W.R., Hamilton, D.D., Harden, R.M., 1985. Techniques of identifying competencies needed of doctors. Med. Teach. 7, 15-25.

Hafferty,F.W., Castellani, B., 2009. The hidden curriculum. A theory of medical education. In: Brosnan, C., Turner, B.S.(Eds.), Handbook of the Sociology of Medical Education. Routledge, London, pp. 15-35.

Carraccio, C., Wolfsthal, S.D., Englander, R., et al., 2002. Shifting paradigms: from Flexner to competencies. Acad. Med. 77, 361-367.

Harden, R.M., Stamper, N., 1999. What is a spiral curriculum? Med. Teach. 21, 141-143.

Harden, R.M., Sowden, S., Dunn, W.R., 1984. Some educational strategies in curriculum development: the SPICES model. ASME Medical Education Booklet No. 18.Med. Educ. 18, 284-297.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Burke, J. (Ed.), 1995. Outcomes, Learning and the Curriculum. Implications for NVQs, GNVQs and other qualifications.The Falmer Press, London.

Spady, W.G., 1994. Outcome-Based Education: Critical Issues and Answers. The American Association of School Administrators, Arlington, Virginia.

The CanMEDS, 2005. Physician Competency Framework. Better Standards. Better Physicians. Better Care.In: Frank, J.R. (Ed.), The Royal College of Physicians and Surgeons of Canada,Ottawa.

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Kiscsoportos tanítás

Rövidebb idő alatt áttekinthető anyagok:

Crosby J., 1997. Learning in Small Groups. AMEE Guide No. 8., Medical Teacher 19:189-202.

Edmunds, S., Brown, G., 2010. Effective Small Group Learning. AMEE Guide No. 48.AMEE, Dundee.

Crosby, J.R., Hesketh, E.A. 2004. Developing the teaching instinct:11: Small group learning. Med. Teach. 26, 16-19.

Steinert, Y., 1996. Twelve tips for effective small-group teaching in the health professions. Med. Teach. 18, 203-207.

Miflin, B., 2004. Small groups and problem-based learning: are we singing from the same hymn sheet? Med. Teach. 26, 444-450.

Gunn, V: Approaches to small group learning and teaching. Learning and teaching Centre, University of Glasgow, 2007.

Rudland, J.R. : Learning in small groups. In: A practical guide for medical teachers. Churchill Livingstone, Elsevier, 2009. pp. 80-85.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

McCrorie, P., 2010. Teaching and leading small groups. In: Swannwick, T. (Ed.), Understanding Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, Chichester.

Szabo, P., Meier, D., Hankovszky K.: Rövid és tartós coaching. Ad Librum, 2010

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E-learning az orvosegyetemi oktatásban

Rövidebb idő alatt áttekinthető anyagok:

Cartwright, C.A., Korens,N., Urbach, L.E., 2002. Teaching the teachers: helping faculty in a family practice residency improve their informatics skills. Acad. Med. 77, 385-391.

Dennick, R., Wilkinson, S., Purcell, N., 2009. Online eAssessment.  AMEE Guide  No. 39. Med. Teach. 31, 192-206.

Ellaway, R., Masters, K., 2008. e-Learning in Medical Education. AMEE Guide No. 32. AMEE, Dundee.

McKendree, J., 2010. E-Learning. In: Swanwick, T. (Ed.), Understanding  Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, Chichester, pp. 151-163 (Chapter 11).

Ruiz,J.G., Minytzer , M.J., Leipzig, R.M., 2006. The impact of e-learning in medical education. Acad. Med. 81, 207-212.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Dron, J., 2007. Control and Constraint in E-Learning, Choosing when to Choose. Idea Group Publishing, London. Rowntree, D., 1990. Teaching Through Self-Instuction. Kogan Page Ltd, London.

Sandars, J.E., 2011. M-learning. In:Dent, J., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. Elsevier, London (Chapter 32).

Clark, R.C., Mayer, R.E., 2007. E-learning and the Science of Instruction – Proven Guidelines for Consumers and Designers of Multimedia Learning, second ed. Jossey Bass, Chichester.

Littlejohn, A., Pegler, C., 2007. Preparing for Blended E-learning. Routledge, London.

Harden, et al., 2012. Ten steps in planning an e-learning  course. AMEE Guide. In press. Med. Teach. 2011. 33 (4), 265-333.

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A tantermi előadás gyakorlata

Rövidebb idő alatt áttekinthető anyagok:

Brown,G.,Manogue, M., 2001. Refreshing lecturing: a guide for lecturers.AMEE Medical Education Guide No. 22. Med. Teach. 23 231-244.

Harden, R.M., 2008. Death by PowerPoint – the need for a `fidget index`. Med. Tech. 30, 833-835.

Neman, L.R., Lown, B.A., Jones, R.N., et al., 2009.Developing a peer assessment of lecturing instrument: lessons learned. Acad. Med. 84, 1104-1110.

O`Brien, T.E., Wang, W., Medvedev I., et.al., 2006. Use of a computerized audience response systemin medical student teaching:its effect on exam performance. Med. Teach. 28, 736-738.

Robertson, L.J., 2000. Twelve tips for using computerised interactive audience response system. Med. Teach. 22, 237-239.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Bigh, D.A., 2000. What`s the use of lectures? Jossey-Bass, San Francisco.

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Tanulási útmutató segédanyagok

Rövidebb idő alatt áttekinthető anyagok:

Harden, R.M., 2009. Independent learning. In: Dent, J.A., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. Third ed. Elsevier, London, pp. 168-173 (Chapter 21).

Harden, R.M., Laidlaw, J.M., Hesketh, E.A., 1999. Study guides – their use and preparation. AMEE Medical Education Guide No. 16 Med. Teach. 21, 248-265.

Montemayor, L.L.E., 2002. Twelve tips for the development of electronic study guides. Med. Teach. 24, 473-478.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Blumberg, P., 2009. Developing Learner – Centred Teaching. A Practical Guide for Faculty. Jossey-Bass, San Francisco.

Laidlaw, J.M., Hesketh, E.A., Harden, R.M., 2009. Study guides. In Dent , J.A., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. third ed. Elsevier, London (Chapter 27).

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Standardok kialakítása

Rövidebb idő alatt áttekinthető anyagok:

M Friedman Ben-David, 2000. AMEE Educational Guide No. 18. Standard setting in Student Assesment.Med. Teach. 22 (2), 120-130.

Bandaranayake, R.C., 2008. Setting and maintaining standards in multiple choice examinations. AMEE  Guide No.37. Med. Teach. 30, 836-845.

Kramer A., Muijtjens A., Jansen K. et al., 2003. Comparison of a rational and an empirical standard setting procedure for and OSCE. Objective structured clinical examinations. Medical Education 37:132-139.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Norcini, J., McKinley, D.W., 2010. Standard setting. In: Dent , J.A., Harden, R.M. (Eds.), A Practical Guide for Medical Teachers. Elsevier, London. (Chapter 41).

Berk R.A., 1986. A consumer’s guide to setting performance standards on criterion-referenced tests. Review of Educational Research 56:137-172

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Az értékelési módszer kiválasztása

Rövidebb idő alatt áttekinthető anyagok:

Harden, R., 2009. Five myths and the case against a European or national licensing examination. Med. Teach. 31, 217-220.

Norcini, J., Anderson, B, Bollela, V., 2011. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference. Med. Teach.33, 206-214.

Holmboe, E.S., Ward, D.S., Reznick, R.K., et al., 2011. Faculty development in assessment: the missing link in competency-based medical education. Acad. Med. 86, 460-467.

Shumway, J.M., Harden, R.M., 2003. AMEE Medical Education Guide No. 25. The assessment of learning outcomes for the competent and reflective physicians. Med. Teach. 25, 569-584.

Boursicot, K., Etheridge, L., Setna Z., et al., 2011. Performance in assessment: consensus statement and recommendations from the Ottawa conference. Med. Teach. 33, 370-383.

Boursicot, K.A.M., Roberts, T.E., Burdick, W.P., 2010.Structured assessments of clinical competence. In: Swanwick, T. (Eds.) Understanding Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, Chichester, pp. 246-258.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Downing, S.M., Yudkowsky, R. (Eds.), 2009. Assessment in Health Professions Education. Routledge, New York.

Gronlund, N.E., Waugh, C.K., 2009. Assessment  of Student Achievement, ninth ed. Pearson Education, Upper Saddle River, New Jersey.

Holmboe, E.S., Hawkins, R.E., 2008. Practical Guide to the Evaluation of Clinical Competence. Mosby, St Louis.

Hodges, B.D., Ginsburg, S., Cruiess, R., et al., 2011. Assessment ofr professionalism: recommendations from the Ottawa 2010 conference. Med. Teach. 33, 354-363.

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Írásbeli kikérdezés

Rövidebb idő alatt áttekinthető anyagok:

Amin, Z., Boulet, J.R., Cook, D.A., et al., 2011. Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference. Med. Tech. 33, 364-369.

Bandaranayake, R.C., 2008. Setting and maintaining standards in multiple choice examinations. AMEE  Guide No.37. Med. Teach. 30, 836-845.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Case, S.M., Sawanson,  D.B., 2002. Constructing Written Test Questions for the Basic and Clinical Sciences, third ed. 9revised). National Board of Medical Examiners,  Philadelphia.

Schuwirth, L.W.T., Van der Vleuten, C.P.M.,  2010. Written assessment. In: Cantillon,  P., Wood, D., (Eds.), ABC of Learning and Teaching in Medicine. second ed. (Chapter 9). John Wiley and Sons, Chichester.

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A portfólió mint értékelési lehetőség

Rövidebb idő alatt áttekinthető anyagok:

Davis,M.H., Friedman Ben-David, M., Harden, R.M., et al., 2001. Portfolio assessment in medical students` final examinations. Med. Teach.23,357-366.

Driessen, E., van Tartwijk, J., van der Vleuten, C., Wass, V., 2007. Portfolions in medical education: why do they meet with mixed success? Asystematic review. Med. Educ. 41, 1224-1233.

Friedman Ben-Davis, M., Davis, M.H., Harden, R.M., et al.,2001. Portfolios as a Method of Student Assessment. AMEE Medical Education Guide No. 24. AMEE, Dundee.

van Tartwijk, J., Driessen, E.W., 2010. Portfolios for Assessment and Learning. AMEE Guide No. 45. AMEE, Dundee.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Buckley, S., Coleman, J., Davison, I., et al., 2009. The Educational Effects of  Portfolios on Undergraduate Student Learning: a Best Evidence Medical Education (BEME) systematic review. AMEE, Dundee.

Gronlund, N.E., Waugh, C.K., 2009. Assessment of Student Achievement ,Chapter 11, 9th ed. Pearson, Upper Saddle River, New Jersey.

Tochel, C., Haig, A Hesketh, A., Cafdzow, A., et al., 2009. The effectiveness of portfolios for post-graduate assessment and education. BEME Guide No. 12. Med. Teach. 31, 299-318.

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Visszajelzés a hallgatók felé

Rövidebb idő alatt áttekinthető anyagok:

Hattie, J., Timperley, H., 2007. The power of feedback. Review of Educational Research 77, 81-112.

Clay A.S., Que L., Petrusa E.R. et al,2007. Debriefing in the intensive care unit: a feedback tool to facilitate bedside teaching. Critical Care Medicine 35 (3): 738-754.

Hesketh E.A., Laidlaw J.M., 2002. Developing the reaching instinct: 1.Feedback. Medical Teacher 24 (3): 245-248.

Perera J., Lee N., Win K. et al., 2008. Formative feedback to students: the mismatch between faculty perceptions and student expectations. Medical Teacher 30:395-399.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

General Medical Council 2003. Tomorrow’s doctors. Recommendations on undergraduate medical education (2nd ed) General Medical Council,London

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Oktatói gárda fejlesztése

Rövidebb idő alatt áttekinthető anyagok:

Whitcomb M., 2003. The medical schools’s faculty is its most important asset. Academic Medicine 78  (2): 117-118

Wilkerson L., Irby D., 1998. Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine 73 (4): 387-396.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Bland C., SchmitzC.,Stritter F et al. 1990. Succesful faculty in academic medicine: essential skills and how to acquire them. Springer-Verlag, New York

McLean, M., Cilliers, F., Van Wyk, J.M.,2008. Faculty development: yesterday, today and tomorrow. AMEE Guide No. 33. Med. Teach 30, 555-584.

Steinert Y., Mann K., Centeno A. et al., 2006. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 Medical Teacher 28 (6): 497-526.

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Minőségbiztosítás

Rövidebb idő alatt áttekinthető anyagok:

Abdullah F. Measuring service quality in higher education: HEdPERF versus SERVPERF. Marketing Intelligence & Planning 2006; 24(1): 31-47.

Hetesi E, Kürtösi Zs. A felsőoktatás képzési teljesítményének mérési problémái. A szolgáltatások világa. Szeged, JATE Press, 2009; 168-185.

Dinya L. A versenyhelyzet alakulása a felsőoktatásban a Bologna-folyamat nyomán.”Informatika a felsőktatásban – 2005″ konferencia kiadványa, Debreceni Egyetem, 2005. aug. 24-25., 21-32.

Ghobadian A, Speller S, Jores M. Service quality: concepts and models. International Journal of Quality an Reliability Management 1994;11(9): 43-66.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

World Federation for Medical Education (WFMA): Global standards for quality improvement in Medical Education (European specifications), Denmark, 2007

Báthory, Falus. Pedagógiai lexikon I-III. Keraban Kiadó, 1997

Vicsek L. Fókuszcsoport, Osiris kiadó, 2006

Kenesei Zs., Kolos K. Szolgáltatás-marketing és -menedzsment, Alinea kiadó, 2007

Kotler P, Marketing menedzsment, Műszaki tankönyvkiadó, 1998

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Klinikai, ágymelletti oktatás

Rövidebb idő alatt áttekinthető anyagok:

Mitchell, H.E., Harden, R.M., Laidlaw, J.M., 1998. Towards effective on-the-job learning: the development of a paediatric training guide.Med. Teach. 20, 91-98.

Clay A.S., Que L., Petrusa E.R. et al,2007. Debriefing in the intensive care unit: a feedback tool to facilitate bedside teaching. Critical Care Medicine 35 (3): 738-754.

Dolmans, D.H.J.M., Wolfagen, I.H.A.P., Essed, G.G.M., et al.,2002. The impacts of supervision, patient mix, and numbers of students on the effectiveness of clinical rotations. Acad. Med. 77, 332-335.

Dornan, T., Littlewoods, S., Margolis, S.A., et. al., 2007. How Can Experience in Clinical and Community Settings Contribute to Early Medical Education? A BEME Systematic Review. BEME Guide No. 6. AMEE, Dundee.

Ramani, S., Leinster, S., 2008. Teaching in the clinical environment. AMEE Guide 34. Med. Teach. 30, 347-364.

Irby, D. M., Wilkerson, L., 2008. Teaching when time is limited. BMJ

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Calman, K., 2006. Medical Education: Past, Present and Future. Churchill Livingstone , London.

Hargreaves,D.H., Bowditch, M.G., Griffin, D.R., 1997,a. On-The-Job Training for Surgeons. Royal Society of Medicine Press, London.

Hargreaves, D.H., Southworth, G.W., Stanley, P., Ward, S.J., 1997b. On-The-Job Training for Physicians. Royal Society of Medicine Press, London.

Spencer, J., 2010. Learning and teaching in the clinical environment. In: Cantillon, P., Wood, D. (Eds.), ABC of Learning and Teaching in Medicine, second ed. John Wiley and Sons, Chichester (Chapter 8).

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Hallgatók oktatása a járóbetegellátásban

Rövidebb idő alatt áttekinthető anyagok:

Mitchell, H.E., Harden, R.M., Laidlaw, J.M., 1998. Towards effective on-the-job learning: the development of a paediatric training guide.Med. Teach. 20, 91-98.

Swanwick, T., 2005. Informal learning in postgraduate medical education: from cognitivism to `culturism`. Med. Educ. 39, 859-865.

Sutkin, G., Wagner, E., Harris. I.,  et al.,  2008. What makes a good clinical teacher in medicine? A review of the literature. Acad. Med. 83, 452-466.

Irby,D.M., Papadakis, M., 2001. Does good clinical teaching really make a difference? Am. J. Med. 110, 231-232.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Calman, K., 2006. Medical Education: Past, Present and Future. Churchill Livingstone , London.

Hargreaves,D.H., Bowditch, M.G., Griffin, D.R., 1997,a. On-The-Job Training for Surgeons. Royal Society of Medicine Press, London.

Hargreaves, D.H., Southworth, G.W., Stanley, P., Ward, S.J., 1997b. On-The-Job Training for Physicians. Royal Society of Medicine Press, London.

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Szimulált/standardizált betegek

Rövidebb idő alatt áttekinthető anyagok:

Barrows, H.S., 1993. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Acad. Med. 68, 443-453.

Cleland, J.A., Abe, K., Rethans, J.J., 2009. The use of simulated patients in medical education. AMEE Guide No. 42 Med. Teach. 31, 477-486.

Collins, J.P., Harden, R.M., 1998. The use of real patients, simulated patients and simulators in clinical examinations. AMEE Guide No. 13 Med.Teach. 20, 508-521.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Tekian, A., McGuire, C.H., McGaghie, W.C., 1999. Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality. University of Illinois at Chicago Department of Medical Education.

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Skill centrumok/szimulációk

Rövidebb idő alatt áttekinthető anyagok:

Issenberg, S.B., McGaghie, W.C., Petrusa, E.R., et al., 2005. Features and uses of high-fidelity medical simulations that lead to effective learning. BEME Guide  No. 4. Med. Teach. 27, 10-28. Med. Teach. 2009. 31 (8), 683-770.

Collins, J.P., Harden, R.M., 1998. The use of real patients, simulated patients and simulators in clinical examinations. AMEE Guide No. 13 Med.Teach. 20, 508-521.

Huang, G., Reynolds, R., Candler, C., 2007. Virtual patient simulation at U.S. and Canadian medical schools. Acad. Med. 82, 446-451.

Berman, N.B., Fall, L.H., Chessman, A.W., et al., 2011. A collaborative model for developing and maintaining virtual patients for medical education. Med. Teach. 33, 319-324.

Hosszabb, összetettebb háttéranyagok, szakkönyvek:

Tekian, A., McGuire, C.H., McGaghie, W.C., 1999. Innovative Simulations for Assessing Professional Competence: From Paper-and-Pencil to Virtual Reality. University of Illinois at Chicago Department of Medical Education.

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