Linked e-resources
Details
Table of Contents
The Knowledge; Preface; Contents; 1: Knowledge: Theories and℗ Principles of℗ Learning; 1.1 Salient Features of℗ the℗ Principles of℗ Learning; 1.2 Bloom's Taxonomy; 1.2.1 Blooms Level I: Knowledge; 1.2.2 Blooms Level II: Comprehension; 1.2.3 Blooms Level III: Application; 1.2.4 Blooms Level IV: Analysis; 1.2.5 Blooms Level V: Synthesis; 1.2.6 Blooms Level VI: Evaluation; 1.2.7 Learning Domains; 1.3 Conceptual Theories of℗ Learning; 1.3.1 Students' Cognitive Psychology; 1.3.2 Social Factors; 1.3.3 Knowledge; 1.3.4 Teaching Strategies; References; Further Reading; 2: Curriculum
2.1 Traditional and℗ Modern Curricula2.2 The Abraham Flexner Report; 2.3 McMaster Philosophy; 2.4 PBL Steps Following Maastricht Methodology; 2.5 Community Orientated Medical Education; 2.6 SPICES; 2.6.1 Sequencing and℗ a℗ Spiral Curriculum; 2.6.2 Curriculum Mapping; References; 3: Teaching Techniques; 3.1 Lectures; 3.2 Reading; 3.3 Problem-Based Learning; 3.4 Special Study Modules. SSM/Electives; 3.5 Skill Laboratories/Artificial Methods; 3.6 Transferring Skills Through Practical Demonstration; 3.7 Simulation; References; 4: Assessment and℗ Evaluation; 4.1 Tools of℗ Assessment
4.2 Extending Matching Questions (EMQs)4.3 Objective Structured Clinical Exams (OSCE); 4.4 Evaluation in℗ Simulation; 4.5 Ethical Concerns in℗ Simulation; 4.6 Debriefing; 4.7 Methods of℗ Evaluation; 4.7.1 Mini-clinical Evaluation Exercise (miniCEX); 4.7.2 Direct Observation of℗ Procedural Skills (DOPS); 4.7.3 Mini-peer Assessment Tool (mPAT); 4.7.4 Portfolio Assessment; References; 5: Attitude; References; 6: Additional Teaching Subjects; 6.1 Evidence-Based Medicine; 6.1.1 Cochran Database; 6.1.2 Practical Example of℗ EBM; 6.2 Research; 6.2.1 Diagnostic Bias: Target Positive or Negative
6.2.2 Incidence6.2.3 Prevalence; 6.2.4 Case Study; 6.2.5 Case Control Study; 6.2.6 Cohort; 6.2.6.1 Prospective; 6.2.6.2 Retrospective; 6.2.6.3 Prospective Study; 6.2.7 Cross Sectional Study; 6.2.8 Study Involving Health Economics; 6.2.8.1 Phase I℗ Study; 6.2.8.2 Phase II Study; 6.2.8.3 Phase III Studies; 6.2.8.4 Phase IV Studies; 6.2.9 Placebo; 6.2.10 Randomisation; 6.2.11 Reliability of℗ a℗ Study; 6.2.11.1 Validity; 6.2.11.2 Specificity; 6.2.11.3 Sensitivity; 6.2.12 Meta-analysis; 6.2.13 Meta-synthesis; 6.2.14 Writing a℗ Research Report; 6.2.14.1 Title; 6.2.14.2 Acknowledgements
6.2.14.3 Table of℗ Contents6.2.14.4 Abstract; 6.2.14.5 Aims and℗ Objectives (Taylor 1999); 6.2.14.6 Literature Search; 6.2.14.7 Data Collection; 6.2.14.8 Results and℗ Analysis; 6.2.14.9 Analysis and℗ Discussion; 6.2.14.10 References/Bibliography; 6.3 Medical Writing; 6.3.1 Original Research Paper; 6.3.1.1 Introduction; 6.3.1.2 Material and℗ Methods; 6.3.1.3 Results; 6.3.1.4 Discussion; 6.3.1.5 References and℗ Bibliography; 6.3.1.6 Abstract; 6.3.1.7 Keywords; 6.3.2 Review Article; 6.3.3 Case Report; 6.3.4 Special Communication; 6.3.5 Reportage, Proceedings, Etc.; 6.3.6 Quiz; 6.3.7 Abstract
2.1 Traditional and℗ Modern Curricula2.2 The Abraham Flexner Report; 2.3 McMaster Philosophy; 2.4 PBL Steps Following Maastricht Methodology; 2.5 Community Orientated Medical Education; 2.6 SPICES; 2.6.1 Sequencing and℗ a℗ Spiral Curriculum; 2.6.2 Curriculum Mapping; References; 3: Teaching Techniques; 3.1 Lectures; 3.2 Reading; 3.3 Problem-Based Learning; 3.4 Special Study Modules. SSM/Electives; 3.5 Skill Laboratories/Artificial Methods; 3.6 Transferring Skills Through Practical Demonstration; 3.7 Simulation; References; 4: Assessment and℗ Evaluation; 4.1 Tools of℗ Assessment
4.2 Extending Matching Questions (EMQs)4.3 Objective Structured Clinical Exams (OSCE); 4.4 Evaluation in℗ Simulation; 4.5 Ethical Concerns in℗ Simulation; 4.6 Debriefing; 4.7 Methods of℗ Evaluation; 4.7.1 Mini-clinical Evaluation Exercise (miniCEX); 4.7.2 Direct Observation of℗ Procedural Skills (DOPS); 4.7.3 Mini-peer Assessment Tool (mPAT); 4.7.4 Portfolio Assessment; References; 5: Attitude; References; 6: Additional Teaching Subjects; 6.1 Evidence-Based Medicine; 6.1.1 Cochran Database; 6.1.2 Practical Example of℗ EBM; 6.2 Research; 6.2.1 Diagnostic Bias: Target Positive or Negative
6.2.2 Incidence6.2.3 Prevalence; 6.2.4 Case Study; 6.2.5 Case Control Study; 6.2.6 Cohort; 6.2.6.1 Prospective; 6.2.6.2 Retrospective; 6.2.6.3 Prospective Study; 6.2.7 Cross Sectional Study; 6.2.8 Study Involving Health Economics; 6.2.8.1 Phase I℗ Study; 6.2.8.2 Phase II Study; 6.2.8.3 Phase III Studies; 6.2.8.4 Phase IV Studies; 6.2.9 Placebo; 6.2.10 Randomisation; 6.2.11 Reliability of℗ a℗ Study; 6.2.11.1 Validity; 6.2.11.2 Specificity; 6.2.11.3 Sensitivity; 6.2.12 Meta-analysis; 6.2.13 Meta-synthesis; 6.2.14 Writing a℗ Research Report; 6.2.14.1 Title; 6.2.14.2 Acknowledgements
6.2.14.3 Table of℗ Contents6.2.14.4 Abstract; 6.2.14.5 Aims and℗ Objectives (Taylor 1999); 6.2.14.6 Literature Search; 6.2.14.7 Data Collection; 6.2.14.8 Results and℗ Analysis; 6.2.14.9 Analysis and℗ Discussion; 6.2.14.10 References/Bibliography; 6.3 Medical Writing; 6.3.1 Original Research Paper; 6.3.1.1 Introduction; 6.3.1.2 Material and℗ Methods; 6.3.1.3 Results; 6.3.1.4 Discussion; 6.3.1.5 References and℗ Bibliography; 6.3.1.6 Abstract; 6.3.1.7 Keywords; 6.3.2 Review Article; 6.3.3 Case Report; 6.3.4 Special Communication; 6.3.5 Reportage, Proceedings, Etc.; 6.3.6 Quiz; 6.3.7 Abstract