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020 _a9783031768453
_9978-3-031-76845-3
024 7 _a10.1007/978-3-031-76845-3
_2doi
050 4 _aR728-728.8
050 4 _aRA971-971.85
072 7 _aMBPM
_2bicssc
072 7 _aMED095000
_2bisacsh
072 7 _aMBPM
_2thema
100 1 _aBenbassat, Jochanan.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_988652
245 1 0 _aCurriculum Design, Evaluation, and Teaching in Medical Education
_h[electronic resource] :
_bRecognizing Challenges and Opportunities /
_cby Jochanan Benbassat.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXII, 122 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _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.
520 _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.
650 0 _aPractice of medicine.
_970685
650 0 _aHospitals
_xAdministration.
_970686
650 0 _aFamily medicine.
_963339
650 0 _aMedical Ethics.
_958407
650 0 _aMedical policy.
_959063
650 1 4 _aPractice and Hospital Management.
_970687
650 2 4 _aGeneral Practice and Family Medicine.
_973291
650 2 4 _aMedical Ethics.
_958407
650 2 4 _aHealth Policy.
_962496
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031768446
776 0 8 _iPrinted edition:
_z9783031768460
856 4 0 _uhttps://doi.org/10.1007/978-3-031-76845-3
912 _aZDB-2-SME
912 _aZDB-2-SXM
999 _c65551
_d65551