Titlebook: Rheumatology Teaching; The Art and Science Yasser El Miedany Book 2019 Springer Nature Switzerland AG 2019 Applications for teaching and l

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Reflective Learning, Reflective Teachingnse of, think about, contextualize and evaluate an experience in order to make decisions and choices about what we have experienced, how we have experienced and what we will or will not do next. Engaging in self-reflection should involve a move from this semiconscious, informal approach to a more ex

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e-Learning, Adaptive Learning and Mobile Learning into undergraduate, graduate and continuing medical education is consistent with adult learning theory and presents a revolution in medical education. Technology is a powerful tool for effective teaching and deeper learning. Incorporating technology into teaching and learning activities introduces

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Simulation in Medical Educationproving knowledge, behaviours, as well as skill outcomes. Simulation is not a technology but a technique, which aims at mimicking or magnifying a real experience that is performed under supervision and guidance from a professional educator in a fully interactive manner. Equipment and facilities ofte

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Flipped Learninghe learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. This approach is characterized by several advantages. There is an increased interaction between students and teachers,

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Evidence-Based Rheumatologys. This chapter will provide an overview of key concepts relevant to general evidence-based education for health professionals, the relationship between evidence-based education and evidence-based practice, followed by the evidence-based practice specific for rheumatology.

PHIL

Reflective Learning, Reflective Teachingcess) which can be applied to any aspect of teaching. This chapter will discuss the art and science of reflection, characters of reflective learning, reflecting on one’s own practice, reflective teaching and how to become a reflective learner.

Outspoken

e-Learning, Adaptive Learning and Mobile Learningng, followed by the reasons for introducing e-learning in the medical education process. It will discuss also components of e-learning, the e-learning and the science of adult learning and the role of the teacher in e-learning. It will expand to discuss the perceptual as well as blended learning, to conclude on the future of e-learning.

ZEST

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graphy.Discusses barriers to learning, teaching methodology,This book provides a comprehensive, state-of-the art overview of medical teaching methodologies with a particular focus on rheumatology. It discusses why teaching medicine requires a review, explains barriers to learning, outlines fresh tea