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Methods of teaching are reviewed with graphs (from educational research) to show the
percentage ability to recall information delivered by lecture, by reading, by doing, for example,
and the importance of feedback is similarly emphasised in the sequence:
Theory - plus demonstration - plus practice - plus feedback - plus coaching
going from 510% for theory alone, to 80% for the sum of all the above. John Dewey is quoted
as saying: True learning is based on discovery guided by mentoring rather than the transmission
of knowledge. Therefore, one hopes that even the busiest medical teacher can look at the simple
data provided and reach conclusions about teaching methodology. When we do research (in
science) we look at the conclusions from previous research and modify our subsequent behaviour
(i.e. design our next experiments) accordingly. Why don't we do this in our teaching practice
when faced with evidence about how people learn?
The first part of the book sets the scene with a broad overview of the aims of medical education,
some history, current trends and controversies, and some teaching and learning theory. The
'learning cycle' is emphasised: learning objectives defined - strategies for achieving these set out,
followed by - assessment to check whether these objectives have indeed been achieved.
It is characteristic of educationalists (indeed this is perhaps one of their more endearing
characteristics) that they produce quotations on which to reflect, and this book is no exception in
this respect. Quotations range from Confucius to Churchill, and I cannot resist re-quoting some
of them here. Thus Timothy Goldsmith is quoted as writing:
Discussions on curriculum are often limited to who 'covers' what, an approach more suited to
barn painting than to education.
(We have all heard "Rather than covering the whole curriculum, uncover part of it", I am sure.)
Another quote comes from Winston Churchill:
Personally, I am always willing to learn, although I do not always like being taught.
There are many more, and all are thought-provoking. I think that teachers of both medical
students and science students would enjoy reading some or all of this book, and hopefully having
done so they will reflect on their teaching practice to the benefit of their students.
Medical education, the art and science behind medical teaching and learning, has progressed
remarkably. Teaching and learning have become more scientific and rigorous, curricula are based
on sound pedagogical principles, and problem-based and other forms of active and self-directed
learning have become the mainstream. We have progressed from the role of problem-identifier to
that of solution-provider.
This book provides a balanced overview of the why of medical education, emphasizing the
need for change and adaptation, and the how, by demonstrating the way concepts and theories
of medical education can be of immediate benefit to the medical teacher.
In short, this is a simple and non-intimidating book for general medical teachers to enhance their
understanding of medical education and to improve their teaching.
Royalties from the sale of this book will benefit basic health care needs of children in
developing countries.
Contents:
Educational Objectives
Readership: Medical teachers from all disciplines as well as basic science and clinical teachers.
writing is simple, concise and free of jargon They do an excellent job of covering the field
of medical education is well organized and easy to read and their use of good instructional
design techniques not only helps facilitate comprehension of the material, but also provides a
good example for the reader to emulate I highly recommend this book for anyone entering the
field of medical education. It would also serve as an excellent text in faculty development
fellowship programs and would be a good addition to medical libraries in teaching hospitals,
residency programs and medical schools.
David J Solomon, PhD
Office of Medical Education Research and DevelopmentEditor of Medical Education Online
Michigan State University
handy volume of description the book has references at the end of every chapter to satisfy
the need. If you are too busy for daily activity to read a thick book, this book will help and
attract you very much.
Hirotaka Onishi MD MHPE
Chief, Medical Education Development Committee
Japan Society of Medical Education
I particularly like the way the 11 sessions, 38 chapters and all the subheadings have been
clearly listed in the Contents so that the reader should have little trouble in discovering where to
look for the topic of interest. The section on Assessment and Evaluation is one of the better
written sections as it provided practical points in guiding medical teachers in the conduct of
student assessment and evaluation The authors are to be warmly congratulated for having
written a very useful book. I strongly recommend this textbook to medical teachers.
Annals, Academy of Medicine
Basics in Medical Education represents a refreshing contribution to the current literature on
education the beauty of the book lies not so much on its contents but on its simplicity of
language and its reader-friendly style of presentation.
Singapore Medical Journal
the authors have produced a text that is a useful introductory tool for the general medical
teacher with references to further material if the reader wishes to explore the topics at a deeper
level.
Education for Health
I think that teachers of both medical students and science students would enjoy reading some
or all of this book, and hopefully having done so they will reflect on their teaching practice to
the benefit of their students.
Bioscience Education E-journal
Teachers of both medical students and science students would enjoy reading some or all of this
book, and hopefully having done so they will reflect on their teaching practice to the benefit of
their students.