Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine, 2nd Edition

By Ronald M Harden & Jennifer M Laidlaw

ISBN: 978-0-7020-6958-1

Pub Date: 7/20/2016

Reviewed by: Amy L.  Wilson-Delfosse, PhD (Case Western Reserve University School of Medicine)

Description

This updated introduction to well-established and current trends in medical education incorporates the new ideas and approaches that have emerged in the five years since the first edition was published.

Purpose

The authors have three goals for this second edition: to provide medical teachers with a practical resource to create the best learning opportunities for students; to introduce the principles underlying the recommendations in the book; and to assist educators in conducting a reflective critique of their teaching. The authors accomplish these goals by walking readers through what it means to be a good teacher, what the students should learn, and how to plan curriculum, while providing background for a variety of pedagogical approaches and assessments of learning. The succinct nature of the presentations and the guided opportunities for reflection and action create an effective and realistic framework for positively impacting teachers and, ultimately, learners.

Audience

The two authors draw on their decades of experience in medical education to present an accessible approach to enhancing educators’ knowledge and skill in teaching medical students. Although the book is intended for both experienced and novice educators involved in undergraduate, graduate, and continuing medical education, it also can be a valuable resource for any health professions educator.

Features

As the title implies, the authors have compiled in one short book the skills that are arguably among the most essential for medical educators to learn and apply. The approach to topics in medical education that the authors take provides enough information to get the teacher started, with additional resources that will permit continuing self-directed learning and exploration. Perhaps the best feature of the book is that it is designed for busy medical educators. The topics are clearly formatted and are often presented in bulleted lists that enable readers to quickly ascertain the most important elements.

Assessment

In this book, the authors serve as readers’ personal faculty development coaches. They provide a concise summary of the most important points a teacher must consider when engaging with learners and provide practical examples from their own personal and professional lives that add interest. The topics are relevant for all medical educators and are wonderfully integrated throughout the various sections and chapters of this faculty development resource. Although appropriate for any medical educator, this book is perhaps particularly valuable for those who are new to medical education or are working to improve their curricula and approaches to learning and assessment.

Doody’s Review Service Weighted Numerical Score: 95 – 4 Stars!