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Teaching Made Easy: A Manual for Health Professionals, 3rd Edition
by Kay Mohanna Elizabeth Cottrell David Wall Ruth ChambersThe Third Edition of this highly respected book has been further refined following feedback and consultation; it continues to provide essential structure, support, guidance and tips for both beginning and experienced teachers and their managers. The new edition has been developed for use by both UK and international teachers. Its content is designed to be relevant and inclusive to all healthcare disciplines, and has been thoroughly reorganised to ensure more intuitive placement of information. Key points are highlighted by the new inclusion of Tips from experienced teachers in each chapter, while newly-written chapters reflect contemporary concepts and key approaches, including teaching styles, curriculum development, e-learning, virtual learning environments, leadership and professionalism. This book will continue to benefit everyone teaching health professionals at all levels, including general practitioners and hospital doctors, nurses in primary and secondary care, professionals allied to medicine and health service managers. From reviews of previous editions: 'A useful book for those with a genuine interest in the full gamut of education' - ANNALS OF THE ROYAL COLLEGE OF SURGEONS OF ENGLAND 'Comprehensive and easy to understand. If you are looking for a book that will help you develop your teaching skills and to open your mind to the broader aspects of teaching in the healthcare setting then this is a gem not to be missed. For once it is a book that lives up to its title.' - SCOTTISH JOURNAL OF HEALTHCARE CHAPLAINCY 'A book which has a considerable relevance for community practice teachers whatever their nursing discipline. The strength of the book is its practical approach to guiding and assessing students in the practice setting.' - JOURNAL OF COMMUNITY NURSING
Teaching Made Easy: A Manual for Health Professionals
by Kay Mohanna David Wall Elizabeth Cottrell Ruth ChambersThe fourth edition of this highly respected book builds on the excellent reputation of its predecessors. Fully revised and updated throughout, it continues to provide essential structure, support, guidance and tips for both beginning and experienced teachers and their managers, both in the UK and internationally. Pitched at an introductory level with an emphasis on practical tips and application of theory, rather than focussing heavily on scholarly research, its content is designed to be relevant and inclusive to all healthcare disciplines. Key points are highlighted by the inclusion of tips from experienced teachers in each chapter, while throughout chapters reflect contemporary concepts and key approaches, including teaching styles, curriculum development, e-learning, virtual learning environments, leadership and professionalism. Teaching Made Easy, 4E will continue to benefit everyone teaching health professionals at all levels, from general practitioners and hospital doctors, nurses in primary and secondary care, and professionals allied to medicine and health service managers, and will also support the development of colleagues in new roles such as physician associates, FCPs and newer nursing associates.
Teaching Medical Professionalism
by Cruess, Richard L. and Cruess, Sylvia R. and Steinert, Yvonne Richard L. Cruess Sylvia R. Cruess Yvonne SteinertUntil recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practising physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix and are available in downloadable form on our website.
Teaching Medical Professionalism
by Richard L. Cruess Sylvia R. Cruess Yvonne Steinert Richard L. Cruess Sylvia R. CruessUntil recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practicing physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix and are available in downloadable form on our website.
Teaching Medicine and Medical Ethics Using Popular Culture
by Evie Kendal Basia DiugThis book demonstrates how popular culture can be successfully incorporated into medical and health science curriculums, capitalising on the opportunity fictional media presents to humanise case studies. Studies show that the vast majority of medical and nursing students watch popular medical television dramas and comedies such as Grey's Anatomy, ER, House M. D. and Scrubs. This affords us with a unique opportunity to engage and inform not only students but the general public and patients further downstream. This volume analyses examples of medical-themed popular culture and offers various strategies and methods for educators in this field to integrate this material into their teaching. The result is a fascinating read and original resource for medical professionals and teachers alike.
Teaching Mindfulness
by Donald Mccown Diane K. Reibel Marc S. MicozziThe 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 traditionsOffers a highly relational understanding of mindfulness practice that supports moment-by-moment work with groups and individualsProvides 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 Proposes a comprehensive, systematic model of the intentions of teaching mindfulness as they are revealed in the mindfulness-based interventionsIncludes 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 interventionsTeaching 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 the benefits of the present moment.
Teaching Mindfulness Skills to Kids and Teens
by Christopher Willard Amy Saltzman Susan Kaiser GreenlandPacked with creative, effective ideas for bringing mindfulness into the classroom, child therapy office, or community, this book features sample lesson plans and scripts, case studies, vignettes, and more. Leading experts describe how to harness the unique benefits of present-focused awareness for preschoolers, school-age kids, and teens, including at-risk youth and those with special needs. Strategies for overcoming common obstacles and engaging kids with different learning styles are explored. Chapters also share ways to incorporate mindfulness into a broad range of children's activities, such as movement, sports, music, games, writing, and art. Giving clinicians and educators practices they can use immediately, the book includes clear explanations of relevant research findings.
The Teaching of Talking: Learn to Do Expert Speech Therapy at Home with Children and Adults
by Mark A. IttlemanIn this guide, a speech pathologist teaches readers the methods implemented to improve talking in others, so if need be, they can do therapy on their own. People with speaking difficulties are at the mercy of insurance companies who are determining how often and for how long speech therapy services should be delivered. It is also a disturbing reality that the likelihood for therapy frequency and length of care is contingent upon either the level of competence or comfort level of the speech-language pathologist or the financial policies of each institution. Often it has nothing to do with the severity or need for speech therapy. Our health care system is in no position to bankroll the long-term therapy needed by the many people who have moderate to profound speaking difficulties. The goal of The Teaching of Talking is to ensure that any loved one, caregiver, or speech-language pathologist is thoroughly knowledgeable in methods to help people improve talking since it is never known when the plug will be pulled on speech and language therapy services. Ittleman says, &“I see hundreds of people with speech and language difficulties each year. By reading and applying The Teaching of Talking, you will have the confidence to help your client or loved one, no matter what the insurance company or institution does. By learning to do what is in The Teaching of Talking, you will be more self-sufficient and will not have to rely on anyone to provide your loved one with expert speech therapy.&”&“The methods of home practice with family members will be of great value for patients with aphasia.&” —Daniel R. Boone, PhD, CCC/SLP
Teaching Palliative Care: A Practical Guide
by David JeffreyEducation of healthcare professionals is the cornerstone of specialist palliative services. This book is a practical toolbox of teaching techniques. Accessible, practical and easy to use it will encourage busy clinicians to teach by increasing their confidence in their training abilities. It provides a resource of various tools and describes how to approach teaching in a team, planning, methods and evaluation. Each chapter presents a menu of tried and tested techniques and closes with examples of lesson plans. The multidisciplinary experiences of the contributors are reflected in the book and healthcare professionals working in palliative care, hospitals, hospices or the community will find it to be essential reading.
Teaching Pearls in Noninvasive Mechanical Ventilation: Key Practical Insights
by Antonio M. EsquinasThis book uses real-world clinical case analyses of hot topics to provide insights into noninvasive mechanical ventilation (NIV). Written by leading international teachers and experts, it features a selection of “major controversial topics in clinical practice” and demonstrates how these cases can be used to teach about NIV. It then presents a discussion of the topics in various scenarios (anesthesiology, critical care, emergency, pneumology and sleep medicine, as well). The chapters allow readers to develop a case-by-case understanding of NIV in acute and chronic respiratory disorders, and perioperative and in intensive care patients, also thanks to Electronic Supplementary Materials. Lastly the authors summarize five key points / recommendations. This book is an attractive resource also for universities / educational seminars / national and international postgraduate courses and hot-topics sessions at national/international congresses.
Teaching Professional Attitudes and Basic Clinical Skills to Medical Students
by Jochanan BenbassatThis concise, easy to read title is designed for clinical teachers looking to refine their approach to teaching professional attitudes and basic skills to medical students. Doctors differ in values, training and practice setting, and eventually they adopt diverse approaches to patient interviewing, data collection and problem-solving. As a result, medical students may encounter significant differences in the clinical methods of their tutors. For example, some doctors encourage patients' narratives by using open-ended questions while others favor closed-questions; and hospital- and community-based doctors may disagree on the value of the physical examination. Medical students may be puzzled by these differences and by controversies about issues, such as doctor-patient relations and the approaches to clinical reasoning. This handy title is intended to help tutors address many of these issues, and to provide an approach not only to teaching patient interviewing and the physical examination but to teaching some clinically relevant topics of the behavioral and social sciences that are so vital to developing an effective, well-rounded physician.
Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide
by Jochanan BenbassatThe second edition of this concise, easy-to-read title is designed for clinical teachers looking to refine their approach to teaching professional attitudes and basic skills to medical students. The core sections on communication skills, physical examination, and clinical reasoning have been fully updated; and the book has been expanded to cover such topics as the role of the social and behavioral sciences in clinical care, quality assurance of patient care, and the rationing of medical resources in clinical practice. On all topics, the renowned author clearly and adroitly offers keen insights gleaned from his long career, explaining the importance of these topics and how students form their own opinions about them. For example, writes the author, the primary goal of teaching the social and behavioral sciences is to raise awareness that age, low socioeconomic status, recent life events, drug dependence, mental illness, high body mass index, and belonging to an ethnic minority are risk indicators for morbidity. Second, the author address second opinions, outlining how not getting a second opinion is a cause of health care disparities. In addition, the author discusses how unexpected study results should not be ignored, nor should they be considered definitive evidence, but rather hypotheses that should be tested by further studies. Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide, 2nd Edition will be of great assistance to teachers who must provide an approach not only to teaching patient interviewing and the physical examination but to teaching key, clinically relevant topics of the behavioral and social sciences that are so vital to developing an effective, well-rounded physician.
Teaching Psychiatry
by Bulent Coskun Linda Gask David A. BaronIn psychiatry, as in all of medicine, clinicians are frequently involved in training students and residents yet few have themselves been trained in pedagogy. Improving the quality of psychiatric education should both improve the quality of psychiatric care and make the profession more attractive to medical students. Written by a team of international experts with many years of experience, this comprehensive text takes a globally relevant perspective on providing practical instruction and advice on all aspects of teaching psychiatry. It covers learning from undergraduate and postgraduate level to primary medical and community settings, enabling readers to find solutions to the problems they are facing and become aware of potential issues which they can anticipate and be prepared to address. The book discusses curriculum development using examples from around the world, in order to provide trainees with the basic attitudes, knowledge and skills they require to practise psychiatry.Features:Instruction on developing a curriculum for Residency training, teaching interviewing skills, teaching psychotherapy and using new technologyInnovative ways of engaging medical students in psychiatry and developing their interest in the specialty, including experience with new types of elective and research options and development of roles for students in patient careFocuses throughout on how to teach rather than what to teachIncludes descriptions of workplace-based assessmentsDiscussions of both theoretical and practical perspectives and examples of particular innovations in the field using case studiesPresented in a thoroughly readable and accessible manner, this book is a primary resource for all clinicians involved in teaching psychiatry to medical students and trainees.
Teaching Psychiatry to Undergraduates
by Patrick Hughes Julie Langan MartinPsychiatry requires a unique blend of knowledge, skills and attitudes, with important ethical and philosophical issues intrinsic to the specialty. Although teaching is an important part of training and working as a psychiatrist, this is often carried out without any specific training in educational theory or practice. This book teaches readers how to apply educational theory in this complex setting to provide the best possible learning experience for students. Chapters are short and focused, allowing the busy psychiatrist or other professional involved in undergraduate psychiatry teaching to pick it up, absorb some of the principles, and start applying them straight away to improve their teaching. Contributions from individuals with lived experience throughout the book provide insight into the patient experience and how this can be sensitively and effectively incorporated into undergraduate teaching and the benefits that can be gained from doing so.
Teaching Public Health
by Lisa M. Sullivan and Sandro GaleaA comprehensive collection of best practices in public health education.As more students are drawn to public health as a field of study and a profession, bringing varied backgrounds and experiences with them, the number of public health programs and schools of public health has grown substantially. How can teachers meet the changing needs of incoming students—and ensure that graduates have the knowledge, skills, and attributes to pursue further education and forge successful careers in public health? Aimed at experienced and new teachers alike, this timely volume is a cutting-edge primer on teaching public health around the globe. Bringing together leaders in the field with expertise across the educational continuum, the book combines the conceptual underpinnings needed to advance curricula with the resources to train and support faculty in innovative teaching methods. This thorough book • discusses challenges faced by public health teachers• examines the principles and practices for teaching at each level of study• describes technological and pedagogical innovations in public health education• stresses the importance of life-long learning and interprofessional education• offers concrete tips for engaging students through active and collaborative learning• focuses on teaching cultural competency and reaching diverse student populations• looks to the future, building on emerging trends and anticipating where the field is headedA field-defining volume, Teaching Public Health offers a concrete plan to ensure that both individual courses and overall curricula are responsive to the needs of a rapidly changing student body and the world beyond the school.Contributors: Linda Alexander, Susan Altfeld, Jessica S. Ancker, Lauren D. Arnold, Melissa D. Begg, Angela Breckenridge, Kathryn M. Cardarelli, Angela Carman, Trey Conatser, Lorraine M. Conroy, Yvette C. Cozier, Eugene Declercq, Marie Diener-West, Jen Dolan, Greg Evans, Julian Fisher, Elizabeth French, Sandro Galea, Daniel Gerber, Sophie Godley, Jacey A. Greece, Perry N. Halkitis, Jennifer Hebert-Beirne, Jyotsna Jagai, Katherine Johnson, Nancy Kane, David G. Kleinbaum, Wayne LaMorte, Meg Landfried, Delia L. Lang, Joel Lee, Laura Linnan, Laura Magaña Valladares, Uchechi Mitchell, Beth Moracco, Robert Pack, Donna Petersen, Silvia E. Rabionet, Elizabeth Reisinger Walker, Richard Riegelman, Kathleen Ryan, Nelly Salgado de Snyder, Rachel Schwartz, Lisa M. Sullivan, Tanya Uden-Holman, Luann White, James Wolff, Randy Wykoff
Teaching Qualitative Research: Strategies for Engaging Emerging Scholars
by Raji Swaminathan Thalia M. MulvihillThis timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.
Teaching, Research, Innovation and Public Engagement (New Paradigms in Healthcare)
by Ourania VarsouThis volume is a unique compendium of professional and practical knowledge on new paradigms and approaches in Teaching, Research, Innovation and Public Engagement that is currently missing from the Higher Education market. The intended audience includes healthcare, biomedical and physical sciences discipline specialists active in teaching, along with their students, science communicators associated with the above subjects and academics involved in relevant research/innovation. Its contents will be organised under the following three themes: 1) Scholarship of Teaching and Learning discussing pertinent knowledge, in this area, and inspiring educators to pursue similar medical humanities endeavours. The focus is on pedagogy/teaching including professional knowledge/expertise, reflections, literature reviews and evidence on a wide range of medical, biomedical and physical sciences topics interweaved with humanities. 2) Research and Innovation discussing novel work and paradigms as examples for future use/implementation. The focus is firstly on original research utilising cutting-edge technology and secondly on innovation with discussions around poetry and building communities. 3) Public Engagement discussing relevant science communication paradigms transferable to other settings and applications. The focus is on practical knowledge and examples from a wide range of healthcare and biomedical sciences topics interweaved with humanities while also exploring the hidden curriculum of public engagement and heritage practices through the lens of equality, diversity and inclusion. All chapter authors are renowned experts in their respective fields, who bring together a wealth of professional and practical knowledge, enriching the narrative of this edited book volume.
Teaching Self-Compassion to Teens
by Lorraine Hobbs Niina TamuraGrounded in knowledge about the unique developmental challenges of adolescence, this book presents an innovative approach for teaching self-compassion to teens and young adults in clinical, educational, or community settings. Lorraine Hobbs and Niina Tamura provide guided practices, creative exercises, and teaching strategies adapted from Kristin Neff and Christopher Germer&’s widely disseminated Mindful Self-Compassion program for adults. Case examples, sample dialogues, and scripts illustrate how to set up and run successful groups that address teen concerns such as self-criticism, self-esteem, social comparison, and strong emotions. The book offers guidelines for cultivating a personal practice and working with parents. Tips for providing a safe, effective learning environment are woven throughout; a special chapter covers trauma-sensitive teaching.
Teaching Students Geriatric Research
by Margaret A Perkinson Kathryn BraunTeach your students essential skills in conducting research, building collaborative partnerships, and working with clients and caregivers!This important book provides health care educators with information, examples, and suggestions to help teach students appropriate research techniques amidst a growing demand for evidence-based practices. Offering two effective and efficient methods, the apprenticeship model and the partnership model, Teaching Students Geriatric Research will show you how to incorporate these research fundamentals in an already heavy courseload. By providing conceptual rationales and guidelines for these models and directions on how to use them, this thorough guide will assist you in enhancing research training for your students and preparing them for a career in the health professional field. Through this unique book, you will find clear descriptions and illustrations of the apprenticeship and partnership models of research to help you provide your students with a hands-on leaning experience. Teaching Students Geriatric Research provides you with guidelines and suggestions on how to successfully use both models of training described in this book, such as: exploring guidelines for training students and incorporating them into ongoing research discussing students’reflections on the relevance of research training for professional development based on their own experiences as research apprentices discovering the various skills that students can develop as a result of their involvement in research training apprenticeships finding that the skills students learn through the research process will benefit their future clinical practice and client intervention realizing how students’research apprenticeship can sensitize them to family caregiving issues and problems alerting students to the potential role of occupational therapists in enhancing occupational performance by maximizing fit between the caregiver, environment, and roles or occupation by matching the personality of the caregiver with their occupation examining useful and concrete suggestions on developing fruitful partnerships between faculty, students, and service providers, as well as discussing the factors involved in the successes of collaboration from an already existing collaboration between rehabilitation hospital and a major universityWith Teaching Students Geriatric Research, you will discover the potential in each approach for improving the research training among students in your academic situation. You will gain valuable insight from student perspectives on what they learned as well as proven suggestions from faculty researchers’perspective to provide you with a complete overview of how to enhance and enrich the academic experiences of your students.
Teaching the Alexander Technique: Active Pathways to Integrative Practice
by Cathy MaddenThoughtful and accessible, this guidebook unpacks the teaching process of the Alexander Technique for new and more experienced practitioners. By demonstrating the pathway from learning the Alexander Technique for oneself to teaching it, Madden identifies the skill sets required for excellence in teaching the Alexander Technique, and shows readers how they can acquire and develop these skills themselves. Observation, communication and tactile skills are all covered, and particular attention is paid to group teaching, which is neglected in current literature. This is combined with discussion of current research on education and neuroscience, enabling the reader to build a truly informed and effective practice. Featuring a variety of examples and stories, it will prove a valuable resource to any teacher of the Alexander Technique, both active and prospective, and to practitioners of other modalities exploring ways to deepen their practice.
Teaching to the Brain's Natural Learning Systems
by Barbara K. GivenJust as educators divide many subjects into parts, goals, and learning objectives, we can begin to understand the workings of the human brain by focusing on five learning systems: emotional, social, cognitive, physical, and reflective. In Teaching to the Brain's Natural Learning Systems, Barbara K.Given has investigated brain structures and functions of these five systems and applied findings from neurobiology to education without making leaps of judgment or unfounded claims. In this book, she translates neuroscience into an educational framework for lesson planning, teaching, and assessment. Educators can use details from each chapter to add to their repertoire of teaching strategies and instructional approaches. For example, understanding the five learning systems promotes effective, ongoing assessment of youngsters' basic human needs to belong, to know, to do, to reflect, and to be one's self. In addition, each chapter can help teachers' understand the roles they play (mentor/model, collaborator, facilitator, coach, and talent scout) and the personal/professional qualities they bring to the classroom (passion, vision, intention, action, and reflection). This is a practical book for educators based on current neurobiological insights into learning.
Teaching with the Brain in Mind
by Eric JensenIn easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children's brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, environmental factors, the "social brain," emotions, and memory and recall. He offers fascinating insights on a number of specific issue, including * How to tap into the brain's natural reward system. * The critical link between movement and cognition. * The impact on learning of environmental factors such as lighting, temperature, and noise. * The value of feedback. * The importance of prior knowledge and mental models. * Why stress impedes learning. * How social interaction affects the brain. * How to help students improve their ability to encode, maintain, and retrieve learning. The repeated message to educators is simple: You have far more influence on students' brains than you realize. And you have an obligation to learn as much as you can to take advantage of the incredible revelations that science is providing. The revised and updated Teaching with the Brain in Mind, 2nd edition helps you do just that.
Teaching Writing in the Health Professions: Perspectives, Problems, and Practices
by Michael J. MadsonThis collection provides a research-based guide to instructional practices for writing in the health professions, promoting faculty development and bringing together perspectives from writing studies, technical communication, and health humanities. With employment in health-care sectors booming, writing instruction tailored for the health professions is in high demand. Writing instruction is critical in the health professions because health professionals, current and aspiring, need to communicate persuasively with patients, peers, mentors, and others. Writing instruction can also help cultivate professional identity, reflective practice, empathy, critical thinking, confidence, and organization, as well as research skills. This collection prepares faculty and administrators to meet this demand. It combines conceptual development of writing for the health professions as an emergent interdiscipline with evidence-based practices for instructors in academic, clinical, and community settings. Teaching Writing in the Health Professions is an essential resource for instructors, scholars, and program administrators in health disciplines, professional and technical communication, health humanities, and interdisciplinary writing studies. It informs the teaching of writing in programs in medicine, nursing, pharmacy and allied health, public health, and other related professions.
Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning
by Larry K. Michaelsen Dean X. Parmelee Kathryn K. McMahon Ruth E. LevineEducation in the health professions is placing greater emphasis on “active” learning–learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today’s clinical practice. Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come “alive.”This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. The book provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources.The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.
Team-Based Oncology Care: The Pivotal Role of Oncology Navigation
by Lillie D. ShockneyThis book discusses how effective navigation requires a team approach to oncology care and should never be considered an “add-on” resource or service. The Academy of Oncology Nurse & Patient Navigators (AONN) is the only national professional organization for navigation professionals, and has more than 6,000 members, 90% of which are oncology nurse navigators. They are the experts on creating team-based programs, which remove the risk of others trying to reinvent the wheel by designing a navigation program from scratch. They also understand the role of effective navigation across the entire continuum of care, and understand and are able to apply other key aspects of navigation, including clinical trial screenings and tumor board coordination and monitoring, as well as measurement using evidence-based navigation metrics, to name but a few.It is the only book designed to educate and support anyone developing a new navigation program, or wanting to improve one they have created.As such it offers a guide for cancer centers needing to develop and implement an oncology navigation program; understand and successfully meet and exceed the Commission on Cancer accreditation standards linked to navigation; expand or improve their current navigation program as well as demonstrate its value using reliable measurable results, including patient satisfaction and improved- quality clinical outcomes. This comprehensive book also provides insights into applying the information presented to the real world of oncology care.