04341nam a22005055i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001500172050001700187072001700204072002300221072001600244100008900260245016200349250001800511264006900529300003400598336002600632337002600658338003600684347002400720505046100744520210701205650003303312650003803345650002803383650002703411650002703438650004503465650004903510650002703559650002603586710003403612773002603646776003603672776003603708856004603744912001403790912001403804999001703818978-3-031-76845-3DE-He21320251030114607.0cr nn 008mamaa241207s2024    sz |    s    |||| 0|eng d  a97830317684539978-3-031-76845-37 a10.1007/978-3-031-76845-32doi 4aR728-728.8 4aRA971-971.85 7aMBPM2bicssc 7aMED0950002bisacsh 7aMBPM2thema1 aBenbassat, Jochanan.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut98865210aCurriculum Design, Evaluation, and Teaching in Medical Educationh[electronic resource] :bRecognizing Challenges and Opportunities /cby Jochanan Benbassat.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXII, 122 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aPurpose and function of institutions of higher education -- Curriculum design -- Evaluation of the medical curriculum -- Quality control of education -- Curriculum innovation, and alternative models of medical education -- Patient care, teaching, and research -- Social influences on education, research, and healthcare -- Often neglected guidelines for clinical practice, teaching, and further inquiry -- Suggestions for improvements in medical education.  aThis concise and challenging examination of medical education aims to discuss curriculum design and evaluation in medical schools and to take a fresh look at current trends in patient care and continuing education teaching methods. The ideas and insights provided here are based on the author's long career in clinical practice and teaching medical students and residents. Medical education is no exception to the changes at every level in medicine. For example, the ready access to medical information via the Internet and other media has produced smarter and informed patients. Multi-specialty hospital practice has replaced the individual 'doctor-patient' relationship, perhaps compromising patient care to some extent. New subjects have been added over the years to medical curricula. Nevertheless, there has often been a reluctance to remove older topics, possibly limiting the medical training course's ability to develop as expected. The transition from theories of higher education to the reality of curriculum planning and design is a huge leap. An important question is how to translate the mission of higher education in general which has been variably described as a training of 'reflective individuals' who 'possess both culture and expertise' and can 'master any subject with facility' into a coherent teaching program. The mission of medical education includes the promotion of professionalism in learners by including courses in medical ethics that have become integral to medical education in the USA. However, despite the development of standards and competencies related to professionalism, there is no consensus on the specific goals of medical ethics education, the knowledge and skills expected of learners, and the best pedagogical methods and processes for their implementation and assessment. A significant contribution to the clinical teaching literature, Curriculum Design, Evaluation, and Teaching in Medical Education should be of interest to a variety of readers, including clinical educators, administrators, health care professionals, and especially residency directors. 0aPractice of medicine.970685 0aHospitalsxAdministration.970686 0aFamily medicine.963339 0aMedical Ethics.958407 0aMedical policy.95906314aPractice and Hospital Management.97068724aGeneral Practice and Family Medicine.97329124aMedical Ethics.95840724aHealth Policy.9624962 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303176844608iPrinted edition:z978303176846040uhttps://doi.org/10.1007/978-3-031-76845-3  aZDB-2-SME  aZDB-2-SXM  c65551d65551