A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

More documents

Recommendations

Info

Economics ❘ 423 International Review of Economics Education, http://www.economicsnetwork.ac.uk/iree/ (accessed 14 January 2008). A peer-reviewed journal focused on research and practice in economics education. Becker, W E and Watts, M (1998) See above. Based on economics teaching in the USA and written by economists for economists, with an array of practical ideas.
26 Key aspects of teaching and learning in medicine and dentistry Adam Feather and Heather Fry AIMS, SCOPE AND INTRODUCTION The intention of this chapter is to elucidate some distinctive aspects of teaching and learning in medicine and dentistry for the relatively inexperienced teacher, in the context of first qualification education in British-style university medical/dental systems. There is also mention of teaching and learning in post-registration training. This chapter builds on matters considered in earlier generic chapters. Readers are especially invited to refer to the chapters on student learning, assessment, lecturing, small group teaching, e-learning and nursing. Our general orientation is that teaching is carried out primarily to help bring about learning. Feedback is vital to learning, be it oral or written and from teachers, peers or patients. Self-evaluation and recognition of the need, and acquisition of the skills, to be a lifelong learner are also essential. Teaching and curriculum organisation should each create fruitful learning and assessment opportunities directed towards the production of a competent healthcare professional. These themes underpin much discussion in this chapter. We describe and comment on current practice as well as pointing to likely teaching, learning and assessment changes of the near future. This chapter focuses on: • the curriculum and policy context in which undergraduate education takes place in the UK; • problem-based learning (PBL); • patient-centred teaching and learning; • skills and simulation; ❘ 424 ❘
Page 2:
A Handbook for Teaching and Learnin
Page 5 and 6:
First edition published 1999 Second
Page 7 and 8:
vi ❘ Contents 8 Teaching and lear
Page 9 and 10:
Illustrations FIGURES 2.1 The Kolb
Page 11 and 12:
Contributors THE EDITORS Heather Fr
Page 13 and 14:
xii ❘ Contributors David Gosling
Page 15 and 16:
xiv ❘ Contributors Tina Overton i
Page 17 and 18:
xvi ❘ Contributors Chris Lawn, Qu
Page 19 and 20:
Foreword It is a pleasure to write
Page 22 and 23:
1 A user’s guide Heather Fry, Ste
Page 24 and 25:
A user’s guide ❘ 5 The book has
Page 26 and 27:
A user’s guide ❘ 7 IN CONCLUSIO
Page 28 and 29:
Understanding student learning ❘
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
3 Encouraging student motivation Sh
Page 48 and 49:
Encouraging student motivation ❘
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Curriculum design and development
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Lecturing to large groups ❘ 59 TH
Page 80 and 81:
Lecturing to large groups ❘ 61 th
Page 82 and 83:
Lecturing to large groups ❘ 63 My
Page 84 and 85:
Lecturing to large groups ❘ 65 Ca
Page 86 and 87:
Lecturing to large groups ❘ 67 an
Page 88 and 89:
Lecturing to large groups ❘ 69 an
Page 90 and 91:
Lecturing to large groups ❘ 71 St
Page 92 and 93:
Teaching and learning in small grou
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
7 E-learning - an introduction Sam
Page 106 and 107:
E-learning - an introduction ❘ 87
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
8 Teaching and learning for employa
Page 120 and 121:
Teaching and learning for employabi
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
9 Supporting student learning David
Page 134 and 135:
Supporting student learning ❘ 115
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Assessing student learning ❘ 133
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Supervising projects and dissertati
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Supervising research students ❘ 1
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Quality, standards and enhancement
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Evaluating courses and teaching ❘
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230:
Page 234 and 235:
15 Teaching in the disciplines Deni
Page 236 and 237:
Teaching in the disciplines ❘ 217
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Experimental sciences ❘ 227 under
Page 248 and 249:
Experimental sciences ❘ 229 for E
Page 250 and 251:
Experimental sciences ❘ 231 • T
Page 252 and 253:
Experimental sciences ❘ 233 ensur
Page 254 and 255:
Experimental sciences ❘ 235 • m
Page 256 and 257:
Experimental sciences ❘ 237 Anoth
Page 258 and 259:
Experimental sciences ❘ 239 • D
Page 260 and 261:
Experimental sciences ❘ 241 • s
Page 262 and 263:
Experimental sciences ❘ 243 withi
Page 264 and 265:
Experimental sciences ❘ 245 Quali
Page 266 and 267:
Mathematics and statistics ❘ 247
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Engineering ❘ 265 Interrogating p
Page 286 and 287:
Engineering ❘ 267 Case study 1: 2
Page 288 and 289:
Engineering ❘ 269 The curriculum
Page 290 and 291:
Engineering ❘ 271 assessments (qu
Page 292 and 293:
Engineering ❘ 273 Case study 4: N
Page 294 and 295:
Engineering ❘ 275 in a handbook,
Page 296 and 297:
Engineering ❘ 277 2007c). Make su
Page 298 and 299:
Engineering ❘ 279 All subject cen
Page 300 and 301:
Engineering ❘ 281 Unistats (2007)
Page 302 and 303:
Computing science ❘ 283 satellite
Page 304 and 305:
Computing science ❘ 285 skill is
Page 306 and 307:
Computing science ❘ 287 that they
Page 308 and 309:
Computing science ❘ 289 Group wor
Page 310 and 311:
Computing science ❘ 291 Controlli
Page 312 and 313:
Computing science ❘ 293 Interroga
Page 314 and 315:
Computing science ❘ 295 moderates
Page 316 and 317:
Computing science ❘ 297 student b
Page 318 and 319:
Computing science ❘ 299 ‘commun
Page 320 and 321:
Arts, humanities and social science
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
Page 332 and 333:
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340 and 341:
Page 342 and 343:
21 Key aspects of teaching and lear
Page 344 and 345:
Languages ❘ 325 weaknesses. A cle
Page 346 and 347:
Languages ❘ 327 INSIGHTS FROM WOR
Page 348 and 349:
Languages ❘ 329 TOWARDS A COMMUNI
Page 350 and 351:
Languages ❘ 331 and put them to u
Page 352 and 353:
Languages ❘ 333 for different pur
Page 354 and 355:
Languages ❘ 335 • Voting system
Page 356 and 357:
Languages ❘ 337 prove whether tra
Page 358 and 359:
Languages ❘ 339 carries much pote
Page 360 and 361:
Languages ❘ 341 pronunciation, vo
Page 362 and 363:
Languages ❘ 343 Coleman, J and Kl
Page 364 and 365:
Page 366 and 367:
The visual arts ❘ 347 support stu
Page 368 and 369:
The visual arts ❘ 349 submitted i
Page 370 and 371:
The visual arts ❘ 351 With some p
Page 372 and 373:
The visual arts ❘ 353 CASPAR coul
Page 374 and 375:
The visual arts ❘ 355 of an artis
Page 376 and 377:
The visual arts ❘ 357 All these t
Page 378 and 379:
The visual arts ❘ 359 LOCATIONS F
Page 380 and 381:
The visual arts ❘ 361 tacit knowl
Page 382 and 383:
Page 384 and 385:
Enhancing learning in legal educati
Page 386 and 387:
Page 388 and 389:
Page 390 and 391:
Page 392 and 393: Enhancing learning in legal educati
Page 402 and 403: Accounting, business and management
Page 424 and 425: 25 Key aspects of teaching and lear
Page 426 and 427: Economics ❘ 407 teaching material
Page 428 and 429: Economics ❘ 409 The other area wh
Page 430 and 431: Economics ❘ 411 software then mar
Page 432 and 433: Economics ❘ 413 of knowledge and
Page 434 and 435: Economics ❘ 415 Technology, this
Page 436 and 437: Economics ❘ 417 Interrogating pra
Page 438 and 439: Economics ❘ 419 ways of making th
Page 440 and 441: Economics ❘ 421 to contribute to
Page 444 and 445: Medicine and dentistry ❘ 425 •
Page 446 and 447: Medicine and dentistry ❘ 427 prac
Page 448 and 449: Medicine and dentistry ❘ 429 demo
Page 450 and 451: Medicine and dentistry ❘ 431 •
Page 452 and 453: Medicine and dentistry ❘ 433 The
Page 454 and 455: Medicine and dentistry ❘ 435 Inte
Page 456 and 457: Medicine and dentistry ❘ 437 (Kne
Page 458 and 459: Medicine and dentistry ❘ 439 We h
Page 460 and 461: Medicine and dentistry ❘ 441 In t
Page 462 and 463: Medicine and dentistry ❘ 443 of t
Page 464 and 465: Medicine and dentistry ❘ 445 The
Page 466 and 467: Medicine and dentistry ❘ 447 Neuf
Page 468 and 469: 27 Key aspects of teaching and lear
Page 470 and 471: Nursing and midwifery ❘ 451 and l
Page 472 and 473: Nursing and midwifery ❘ 453 Super
Page 474 and 475: Nursing and midwifery ❘ 455 The a
Page 476 and 477: Nursing and midwifery ❘ 457 the a
Page 478 and 479: Nursing and midwifery ❘ 459 will
Page 480 and 481: Nursing and midwifery ❘ 461 nursi
Page 482 and 483: Nursing and midwifery ❘ 463 role
Page 484 and 485: Nursing and midwifery ❘ 465 Briti
Page 486: Part 3 Enhancing personal practice
Page 489 and 490: 470 ❘ Enhancing personal practice
Page 491 and 492: 472 ❘ Enhancing personal practice
Page 493 and 494:
474 ❘ Enhancing personal practice
Page 495 and 496:
Page 497 and 498:
Page 499 and 500:
Page 501 and 502:
Page 503 and 504:
Page 505 and 506:
Page 507 and 508:
Page 509 and 510:
Page 511 and 512:
Page 513 and 514:
Page 515 and 516:
Page 518 and 519:
Glossary This glossary provides two
Page 520 and 521:
Glossary ❘ 501 spoon-fed. May als
Page 522 and 523:
Glossary ❘ 503 can be paper-based
Page 524 and 525:
Glossary ❘ 505 iGoogle A personal
Page 526 and 527:
Glossary ❘ 507 MSN Messenger Atoo
Page 528 and 529:
Glossary ❘ 509 Programme specific
Page 530 and 531:
Glossary ❘ 511 Strategic approach
Page 532 and 533:
Index Locators in bold refer to fig
Page 534 and 535:
Index ❘ 515 routes 486-90, 495-6;
Page 536 and 537:
Index ❘ 517 mathematics 266, 267;
Page 538 and 539:
Index ❘ 519 Lancaster University
Page 540 and 541:
Index ❘ 521 objective structured
Page 542 and 543:
Index ❘ 523 Queen Mary, Universit
Page 544:
Index ❘ 525 UK Professional Stand
show all

A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Create successful ePaper yourself

Delete template?

Save as template?