The Fifth Edition of the highly praised Practical Guide for Medical Teachers provides a bridge between the theoretical aspects of medical education and the delivery of enthusiastic and effective teaching in basic science and clinical medicine. Healthcare professionals are committed teachers and this book is an essential guide to help them maximise their performance. This highly regarded book recognises the importance of educational skills in the delivery of quality teaching in medicine. The contents offer valuable insights into all important aspects of medical education today. A leading educationalist from the USA joins the book’s editorial team. The continual emergence of new topics is recognised in this new edition with nine new chapters: The role of patients as teachers and assessors; Medical humanities; Decision-making; Alternative medicine; Global awareness; Education at a time of ubiquitous information; Programmative assessment; Student engagement; and Social accountability. An enlarged group of authors from more than 15 countries provides both an international perspective and a multi-professional approach to topics of interest to all healthcare teachers.
Am Beginn einer jeden Erfolgsgeschichte steht eine einfache Frage: Warum? Warum sind manche Organisationen profitabler als andere? Warum werden einige Führungskräfte von ihren Mitarbeitern mehr geschätzt und andere weniger? Warum sind manche Menschen in der Lage, immer und immer wieder erfolgreich zu sein? In seinem Bestseller, der nun zum ersten Mal in deutscher Sprache erscheint, zeigt Simon Sinek, dass erfolgreiche Persönlichkeiten wie Martin Luther King Jr. oder Steve Jobs alle nach demselben, natürlichen Muster dachten, handelten und kommunizierten. Am Anfang ihres Wirkens stand immer die Frage nach dem Warum. Mit diesem Ansatz schafften sie es, bedeutende Dinge zu vollbringen und darüber hinaus ihre Mitstreiter zu inspirieren. Sich an diesen Vorbildern orientierend, gibt Sinek in seinem Ratgeber nun Führungskräften, Unternehmen, aber auch Privatpersonen einen Leitfaden an die Hand, der zum endgültigen Erfolg verhilft. Dabei erklärt er das so erfolgreiche Muster, welches dem goldenen Schnitt ähnlich ist, und auf den drei elementaren Fragen basiert: Warum? Wie? Was? Dadurch eröffnen sich dem Leser völlig neue Möglichkeiten und er wird lernen, dass die Motivierung von Mitarbeitern viel zielführender ist als ihre Manipulation! Und dies geht ganz einfach: einfach »Warum?« fragen.
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
The applications and use of mindfulness-based interventions in medicine, mental health care, and education have been expanding as rapidly as the empirical evidence base that is validating and recommending them. This growth has created a powerful demand for professionals who can effectively deliver these interventions, and for the training of new professionals who can enter the fold. Ironically, while the scientific literature on mindfulness has surged, little attention has been paid to the critical who and how of mindfulness pedagogy. Teaching Mindfulness is the first in-depth treatment of the person and skills of the mindfulness teacher. It is intended as a practical guide to the landscape of teaching, to help those with a new or growing interest in mindfulness-based interventions to develop both the personal authenticity and the practical know-how that can make teaching mindfulness a highly rewarding and effective way of working with others. The detail of theory and praxis it contains can also help seasoned mindfulness practitioners and teachers to articulate and understand more clearly their own pedagogical approaches. Engagingly written and enriched with vignettes from actual classes and individual sessions, this unique volume: Places the current mindfulness-based interventions in their cultural and historical context to help clarify language use, and the integration of Eastern and Western spiritual and secular traditio ns Offers a highly relational understanding of mindfulness practice that supports moment-by-moment work with groups and individuals Provides guidance and materials for a highly experiential exploration of the reader's personal practice, embodiment, and application of mindfulness Describes in detail the four essential skill sets of the mindfulness teacher “p> Proposes a comprehensive, systematic model of the intentions of teaching mindfulness as they are revealed in the mindfulness-based interventions Includes sample scripts for a wide range of mindfulness practices, and an extensive resource section for continued personal and career development Essential for today's practitioners and teachers of mindfulness-based interventions Teaching Mindfulness: A Practical Guide for Clinicians and Educators brings this increasingly important discipline into clearer focus, opening dialogue for physicians, clinical and health psychologists, clinical social workers, marriage and family therapists, professional counselors, nurses, occupational therapists, physical therapists, pastoral counselors, spiritual directors, life coaches, organizational development professionals, and teachers and professionals in higher education , in short, everyone with an interest in helping others find their way into t he benefits of the present moment.
Der Gebrauch des Selbst ist das einganglichste der vier Werke F.M. Alexanders und enthalt viele sehr nutzliche Informationen, die dem Leser die Alexander-Technik naher bringen. Dazu gehort vor allem Alexanders Schilderung, welchen Weg er beschreiten musste, um die Grundprinzipien seiner Technik zu entwickeln. Dieses Buch ist somit ein Grundstein der Alexander-Technik. Fur Lehrer und engagierte Schuler dieser Technik steht es an erster Stelle. Um Alexanders Methode wirklich zu verstehen, ist es sinnvoll, die Geschichte ihrer Entwicklung zu kennen. So erst kann man nachvollziehen, auf welche Prinzipien Alexander seine Methode grundete.
Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors’ extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels. About the authors Ronald M Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at Al-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards. Jennifer M Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges. The text provides hints drawn from practical experience to help teachers create powerful learning opportunities for their students, providing readable guidelines and introducing new techniques that potentially could be adopted for use in any teaching programme. Throughout the book introduces some key basic principles that underpin the practical advice that is given and which will help to inform teaching practice. This book will assist readers to reflect on and analyse with colleagues the different ways that their work as a teacher or trainer can be approached and how their student or trainee's learning can be made more effective.
Die Autoren haben beabsichtigt, diejenigen Gebiete der medizinischen Mikrobiologie kurz, exakt und in ihrem gegenwärtigen Stand darzustellen, die für die Infektionskrankheiten und ihre Chemotherapie von besonderer Bedeutung sind. Das Buch wendet sich in erster Linie an Medizinstudenten, außerdem an alle Ärzte in Krankenhaus und Praxis. Die Notwendigkeit für ein klares Verständnis der mlkrobiologischen Grundtatsachen ist in den letzten Jahren stärker geworden, da in Biochemie, Virologie und Chemotherapie so wie auf weiteren, die Medizin beeinflussenden Gebieten bedeutende Entwicklungen statt gefunden haben. Ein wesendicher Teil dieses Lehrbuches ist deswegen der Darstellung der Grundlagen gewidmet, wodurch sich das Buch auch für die Einführung des Studenten in den mikrobiologischen Kurs als brauchbar erweisen wird. Für die neue Auflage wurde ein Kapitel über Virus und Krebs neu geschrieben, und das Kapitel über antimikrobielle Chemotherapie wurde von Grund auf neu bearbeitet. Die Autoren freuen sich, bei dem Erscheinen der 7. amerikanischen Ausgabe von einer spanischen, deutschen, italienischen und griechischen Ausgabe, sowie von der Vorbereitung für eine serbokroatische Übersetzung berichten zu können. Die Autoren möchten nochmals allen danken, die ihnen bei der Bearbeitung dieser Auf lage behilflich waren, und die es ihnen durch ihre Kommentare und ihre Kritik ermöglicht haben, die in 2jährigen Abständen erscheinenden Revisionen dieses Buches auf dem neu esten Stand zu halten. ERNEsr JAWETZ JOSEPH L MELNICK San Frandsco, August 1966 EnWARD A AnELBERG III Inhaltsverzeichnis 1 Kapitell Die ~lt der Mikroben 8 Kapitel 2 Cytologie der Bakterien Optische Methoden 8 9 Eukaryote Zellstrukturen Prokaryote Zellstrukturen . 12 14 Cytoplasmatische Strukturen. 27 Färbeverfahren .
Assessment is a key method of improving standards as well as establishing competency. However, despite major developments in the assessment of clinical competence in the last two decades, there is still more bad practice and ignorance of significant issues in this area than any other aspect of medical higher education. This book comprehensively covers all aspects of assessment. It considers current and future policy and practice, including the Modernising Medical Careers training programme; it promotes a system incorporating more meaningful assessments, rather than just >tests' of knowledge and skill. Assessment in Medical Education and Training will be useful to everyone involved in healthcare education, including tutors, trainers, clinical supervisors and assessors in both primary and secondary care. It will also be important reading for consultants and general practitioners with responsibility for registrars, and healthcare education policy makers and shapers.
This new edition is thoroughly revised for contemporary concerns, with updated coverage on the use of electronic resources and on the challenge of creating and sustaining an inclusive classroom. A new chapter on science education and new coverage of the distinctive issues faced by adjunct faculty broaden the book's audience considerably.
Written for new and aspiring principals in a quick-access, bulleted format, this handbook is an excellent off-the-shelf reference, organized into five key management sections.
Increasingly, nurses and other health professionals are required to teach doctors, trainees and medical students. This book also helps to contextualise learning and provide practical tips for teaching in the clinical context for all health professionals. The book will be useful for clinical teachers at whichever stage of career as it covers all areas of health professions' education in an easy to follow style. It provides a theoretical basis to how clinical teaching and learning might be carried out and draws on the experience of well-regarded clinical teachers to highlight practice points. All aspects of clinical teaching and learning, appraisal, supervision and career development are included. This book is written in an easy to follow format with short chapters, sections, diagrams and practice points. The theory is always related to teaching practice in the clinical context.
Kelly G. Wilson, Ph.D. ist Privatdozent für Psychologie an der University of Mississippi. Er ist Autor mehrerer Bücher und lebt in Oxford, Ms. Troy DuFrene, auf psychologische Themen spezialisierter Sachbuchautor, lebt und arbeitet in Oakland, CA.
Whether you are practicing in an in-patient or an out-patient facility, academic institution, or clinical residency program, this well-respected handbook gives you the background and guidance you need to effectively educate individuals across the continuum of physical therapy practice. Practical, real-life examples show you how to: incorporate health literacy and needs of the learner; assess and adapt to the various learning styles of patients; use simulations in education; facilitate the development of clinical reasoning skills; and assess learning outcomes and the effectiveness of your teaching. Plus, four all-new chapters and major revisions of all content throughout the book keep you on top of the latest research and best practices. Coverage of the theory and application of educational principles across the continuum of PT practice provides the information you need to improve your skills in the educational process both in academic and clinical settings. Two section format divides content into two parts: designing academic and clinical education programs and teaching students in academic and clinical settings; and teaching patients and families in clinical and community settings. Variety of teaching and teaching assessment methods expands your teaching, learning, and assessment repertoires. Case stories at the beginning of each chapter allow you to see the relevance of the information in the chapter. Threshold concepts highlight key ideas that are important to know. Annotated bibliography at end of each chapter provides resources for further study. NEW! Chapter on Authentic Assessment: Simulation-Based Education reflects the new ways to facilitate student learning through the use of human simulation models. NEW! Chapter on Strategies for Planning and Implementing Interprofessional Education covers the fundamental concepts of team-based care and interprofessional learning. NEW! Chapter on What Makes a Good Clinical Teacher? translates current research on clinical teaching into clinical education and practice. NEW! Chapter on Facilitating the Teaching and Learning of Clinical Reasoning helps you apply current research on clinical reasoning in rehabilitation to clinical education and teaching. NEW! Two combined chapters on Patient Education and Health Literacy (previously chapters 8 and 12) and Applied Behavioral Theory and Adherence: Models for Practice (previously chapters 9 and 10) provide focused presentations on current thinking and practical strategies for addressing health literacy issues in the clinical environment. NEW! Expanded chapter on Post-Professional Clinical Residency and Fellowship Education offers more information on models and trends in residency education and mentoring.
This trusted companion offers help and guidance on the day-to-day practicalities of teaching and running a yoga business. Including insights from renowned yoga professionals, including Liz Lark, Lizzie Lasater, Andrew McGonigle, Katy Appleton and Tarik Dervish and more, this book offers practical ways to hone teaching skills. It features topics such as working with common injuries and conditions, breath, sequencing, incorporating philosophy and myth into class, and the links between yoga and Qigong and Ayurveda. It also provides key information on how to get the most out of a yoga business, with advice on setting up and running a studio, and planning and leading retreats.

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