標(biāo)題: Titlebook: An Introduction to Medical Teaching; Kathryn N. Huggett,William B. Jeffries Book 2014Latest edition Springer Science+Business Media Dordre [打印本頁] 作者: Nutraceutical 時(shí)間: 2025-3-21 18:03
書目名稱An Introduction to Medical Teaching影響因子(影響力)
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書目名稱An Introduction to Medical Teaching網(wǎng)絡(luò)公開度
書目名稱An Introduction to Medical Teaching網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱An Introduction to Medical Teaching讀者反饋
書目名稱An Introduction to Medical Teaching讀者反饋學(xué)科排名
作者: scotoma 時(shí)間: 2025-3-22 00:09
Dynamic Fracture of Piezoelectric Materialsrtise and feedback, take advantage of group learning, and ensure that learning is reinforced through application rather than memorization. This chapter details how to prepare, implement and troubleshoot a “flipped” classroom through a variety of customizable strategies.作者: Entreaty 時(shí)間: 2025-3-22 02:28 作者: 別炫耀 時(shí)間: 2025-3-22 08:35
Petia Dineva,Dietmar Gross,Tsviatko Rangelovtient management and decision-making. When used thoughtfully and carefully, simulation can be a transformational learning experience. Medical educators can create effective simulations when they are based on learning theories and evidence-based strategies.作者: 少量 時(shí)間: 2025-3-22 11:18
https://doi.org/10.1007/978-94-017-1312-2onal and learning theory. However, recently health science schools are increasingly searching for ways to incorporate active learning strategies in their curricula. This chapter addresses that need and will help incorporate laboratory exercises into your teaching repertoire.作者: Granular 時(shí)間: 2025-3-22 13:33
Dynamic Games and Applications in Economicst we train scientifically minded students who are capable of performing research in a clinical research environment as well as capable of understanding, appraising and applying the research of others into their future health care position.作者: Adenoma 時(shí)間: 2025-3-22 18:29
Harri Ehtamo,Raimo P. H?m?l?inenpecification will come the course goals and objectives, which must be consistent with the overall curricular goals and objectives. Learning resources must be identified, and the appropriate teaching methods for the course must be determined. Finally, but no less important, appropriate assessment and feedback approaches must be selected.作者: 有法律效應(yīng) 時(shí)間: 2025-3-22 23:57 作者: 使乳化 時(shí)間: 2025-3-23 02:24 作者: 慌張 時(shí)間: 2025-3-23 05:34
Teaching with Simulation,tient management and decision-making. When used thoughtfully and carefully, simulation can be a transformational learning experience. Medical educators can create effective simulations when they are based on learning theories and evidence-based strategies.作者: 馬賽克 時(shí)間: 2025-3-23 12:22 作者: 創(chuàng)作 時(shí)間: 2025-3-23 14:55 作者: zonules 時(shí)間: 2025-3-23 19:01
Designing a Course,pecification will come the course goals and objectives, which must be consistent with the overall curricular goals and objectives. Learning resources must be identified, and the appropriate teaching methods for the course must be determined. Finally, but no less important, appropriate assessment and feedback approaches must be selected.作者: 大溝 時(shí)間: 2025-3-24 02:15
Teaching in Small Groups, the learning objectives. Understanding both your role as the teacher and the dynamics of the group will help you foster participation among group members. This chapter offers practical suggestions for preparing for and facilitating small groups.作者: 慷慨援助 時(shí)間: 2025-3-24 04:49
Teaching with Technological Tools,tional methods and designs, or – most importantly – the central role of the student in the learning process. This chapter will discuss how tools such as computer-based tutorials, virtual patients, just-in-time learning, presentation software, audience response systems, and videos can be used to effectively enhance learning.作者: Bereavement 時(shí)間: 2025-3-24 10:15 作者: 記憶法 時(shí)間: 2025-3-24 13:29
Teaching as Scholarship,arning community – where we exchange and build our collective knowledge about medical education. This chapter introduces the criteria associated with educational scholarship as teachers, curriculum developers, and authors of learner assessment tools.作者: 有發(fā)明天才 時(shí)間: 2025-3-24 15:43
Perspectival Act Utilitarianism, the learning objectives. Understanding both your role as the teacher and the dynamics of the group will help you foster participation among group members. This chapter offers practical suggestions for preparing for and facilitating small groups.作者: 變化無常 時(shí)間: 2025-3-24 19:01
https://doi.org/10.1007/978-94-017-1312-2tional methods and designs, or – most importantly – the central role of the student in the learning process. This chapter will discuss how tools such as computer-based tutorials, virtual patients, just-in-time learning, presentation software, audience response systems, and videos can be used to effectively enhance learning.作者: 攤位 時(shí)間: 2025-3-24 23:59 作者: SLAY 時(shí)間: 2025-3-25 06:19 作者: 行為 時(shí)間: 2025-3-25 10:52
Petia Dineva,Dietmar Gross,Tsviatko Rangelovmedical curriculum and, having decided to use PBL, help them prepare for their role as a teacher in a PBL course. Teaching in a PBL course is a much different experience than in almost any other teaching format.作者: 在駕駛 時(shí)間: 2025-3-25 15:20
Problem-Based Learning,medical curriculum and, having decided to use PBL, help them prepare for their role as a teacher in a PBL course. Teaching in a PBL course is a much different experience than in almost any other teaching format.作者: BLINK 時(shí)間: 2025-3-25 19:08 作者: hauteur 時(shí)間: 2025-3-25 23:13
https://doi.org/10.1007/978-981-19-8319-1 training followed by 2 years of clinical training are giving way to newer models, which emphasize early application of basic science knowledge to clinical problems (e.g., through problem-based learning), as well as revisiting basic science content in the clinical years.作者: LUT 時(shí)間: 2025-3-26 00:47 作者: BOOM 時(shí)間: 2025-3-26 06:14
Hannu Kivij?rvi,Margareta Soismaach to improving your teaching. In this chapter, we will encourage you to document the trajectory of your teaching, and will discuss mechanisms for gathering information about your teaching from various sources.作者: Vulvodynia 時(shí)間: 2025-3-26 09:54
Facilitating Student Learning, training followed by 2 years of clinical training are giving way to newer models, which emphasize early application of basic science knowledge to clinical problems (e.g., through problem-based learning), as well as revisiting basic science content in the clinical years.作者: 公司 時(shí)間: 2025-3-26 12:42 作者: 芳香一點(diǎn) 時(shí)間: 2025-3-26 17:38
Documenting the Trajectory of Your Teaching,ch to improving your teaching. In this chapter, we will encourage you to document the trajectory of your teaching, and will discuss mechanisms for gathering information about your teaching from various sources.作者: Awning 時(shí)間: 2025-3-26 23:38
https://doi.org/10.1007/978-94-017-9066-6Assessment; Instructional Design; Learning; Medical education; Teaching作者: Hla461 時(shí)間: 2025-3-27 01:39
978-94-017-7786-5Springer Science+Business Media Dordrecht 2014作者: PURG 時(shí)間: 2025-3-27 05:51
Dynamic Fracture of Piezoelectric Materialsg professionals. Clinicians also find that teaching keeps their knowledge and skills up to date. Clinical teachers are asked to fulfill a variety of roles. This chapter focuses on specific and effective strategies for enhancing student learning in the clinical setting through inquiry and effective feedback.作者: GUILT 時(shí)間: 2025-3-27 12:33 作者: 破譯密碼 時(shí)間: 2025-3-27 16:14 作者: 迅速成長 時(shí)間: 2025-3-27 18:17 作者: 種植,培養(yǎng) 時(shí)間: 2025-3-27 22:31
Establishing and Teaching Elective Courses,traditionally targeted at career exploration, there has been growing interest in electives designed for enrichment and in elective experiences in years 1 through 3. This chapter provides an opportunity to consider electives in medical education as an important and often under-recognized component of the required curriculum.作者: DOLT 時(shí)間: 2025-3-28 02:05 作者: 欺騙世家 時(shí)間: 2025-3-28 06:30
Kathryn N. Huggett,William B. JeffriesIt offers brief, focused chapters with content that is assimilated easily by the reader.The topics are relevant to basic science and clinical teachers.The authors emphasize the application of concepts作者: PLUMP 時(shí)間: 2025-3-28 11:21
http://image.papertrans.cn/a/image/155354.jpg作者: 少量 時(shí)間: 2025-3-28 18:28
https://doi.org/10.1007/978-981-19-8319-1dical knowledge is accelerating exponentially, making it impossible for prospective physicians to learn everything they need to know during medical school, and making it essential for them to learn the skills related to lifelong learning that will serve them for their entire medical careers. Prospec作者: Benzodiazepines 時(shí)間: 2025-3-28 22:39 作者: 大罵 時(shí)間: 2025-3-29 01:05
Perspectival Act Utilitarianism,ted to small group learning. Very few faculty members, however, have received formal instruction for leading small groups. To ensure effective small group teaching, you must first understand the purpose for the small group and then select activities for the group that will enable learners to achieve作者: RUPT 時(shí)間: 2025-3-29 06:02 作者: Alienated 時(shí)間: 2025-3-29 10:54
Petia Dineva,Dietmar Gross,Tsviatko Rangelov foreseen. It has supplanted the traditional lecture-based learning model in many medical schools and has expanded around the world and beyond medical education into a host of other disciplines. It has also galvanized the push to get students out of the lecture hall and into more interactive learnin作者: 彎彎曲曲 時(shí)間: 2025-3-29 13:50 作者: ALIBI 時(shí)間: 2025-3-29 18:37
Dynamic Fracture of Piezoelectric Materialsg professionals. Clinicians also find that teaching keeps their knowledge and skills up to date. Clinical teachers are asked to fulfill a variety of roles. This chapter focuses on specific and effective strategies for enhancing student learning in the clinical setting through inquiry and effective f作者: 加劇 時(shí)間: 2025-3-29 22:25 作者: Oligarchy 時(shí)間: 2025-3-30 03:19 作者: 一再遛 時(shí)間: 2025-3-30 08:02
https://doi.org/10.1007/978-94-017-1312-2 of cinder and wrote on a cave wall. It is common to become fascinated – or infatuated – with new technologies, but it is important to remember that these technologies are simply tools to support learning. No technology, no matter how sophisticated, will supplant a skilled teacher, effective instruc作者: Coronary 時(shí)間: 2025-3-30 10:53 作者: 無脊椎 時(shí)間: 2025-3-30 15:50 作者: 壁畫 時(shí)間: 2025-3-30 17:38
Engelbert Dockner,Gustav Feichtingertraditionally targeted at career exploration, there has been growing interest in electives designed for enrichment and in elective experiences in years 1 through 3. This chapter provides an opportunity to consider electives in medical education as an important and often under-recognized component of作者: Hallowed 時(shí)間: 2025-3-30 21:32
https://doi.org/10.1007/978-3-319-75871-8global health and equipped to take on roles with social and humanistic dimensions. They look to institutional administrators to not only provide them with avenues to engage this interest, but to exemplify the goals and vision of the global health movement. In the face of this momentous expectation, 作者: VOC 時(shí)間: 2025-3-31 03:42 作者: CAJ 時(shí)間: 2025-3-31 06:40 作者: 控訴 時(shí)間: 2025-3-31 11:36 作者: 使入迷 時(shí)間: 2025-3-31 14:26 作者: 小卷發(fā) 時(shí)間: 2025-3-31 21:25
