Contents
About the authors
About Oxford Medical Training
Chapter 1: Introduction
1.01
1.02
1.03
1.04
Making the most of this book
Conscious and unconscious competence
The importance of advancing teaching skills for doctors
What should a doctor be engaged in teaching?
Chapter 2: Adult Education Theory
2.01
2.02
2.03
2.04
2.05
2.06
2.07
2.08
2.09
2.10
2.11
2.12
2.13
2.14
2.15
Behaviourism
Cognitivism
Constructivism and Social Constructivism
Experiential learning
Communities of practice
70:20:10
Problem Based Learning
Andragogy
Maslow’s theory of motivation
Comfort, risk and panic
Differentiation and individual learning preferences
Activists, Reflectors, Theorists and Pragmatists
Howard Gardner’s Multiple Intelligences
Making sense of learning preferences
Exercise in using learning preferences
Chapter 3: Lesson Planning and Preparation
3.01
3.02
3.03
3.04
3.05
3.06
3.07
3.08
3.09
3.10
3.11
2
Active learning
Learning design for individuals
Aims, objectives and outcomes
Structuring learning objectives and outcomes
Using Bloom’s Taxonomy to write learning outcomes
The PARR model
Considering risk
Patient involvement
Maintaining interest
The Lesson Plan
Preparing slides and flipcharts