A Practical Guide for Medical and Health Professions Teachers, 7th Edition

SECTION 1 Curriculum Development—The ‘Why’ of Learning
1. The Future of Health Professions Education
2. What Is the Curriculum?
3. Theories of Teaching and Learning
4. The Continuum of Education for the Health Professions
5. The Undergraduate Curriculum
6. Postgraduate Education in the Health Professions: Pathways to Practice
7. Continuing Professional Development
8. The International and Global Dimensions of Education in the Health Professions

SECTION 2 Learning Situations—The ‘How’ of Learning
9. Learning in Large Groups
10. Learning in Small Groups
11. Learning in the Workplace
12. Independent Learning and Distance Education
13. Learning in Hospitals
14. Learning Medicine in Rural and Urban Communities
15. Learning in a Simulated Environment

SECTION 3 Educational Strategies and Technologies—The ‘Approaches’ to Learning
16. Outcome-Based Education
17. Integrated Learning
18. Interprofessional Education and Learning
19. Problem-Based Learning: A Flexible Approach
20. Team-Based Learning
21. Technology and Professional Education
22. Artificial Intelligence and the Clinical Teacher
23. Precision Learning

SECTION 4 Curriculum Themes—The ‘What’ of Teaching and Learning
24. Relevance of Foundational Sciences to the Curriculum
25. Social and Behavioural Sciences in Medical School Curricula
26. Clinical Communications Skills and Empathy
27. Bioethics
28. Professionalism and Supporting Professional Identity
29. Utilizing Education Research to Deliver Evidence-Based Teaching
30. Patient Safety and Quality of Care
31. Health Humanities in Health Professions Education
32. Integrative Medicine in the Training of Health Professionals
33. Clinical Reasoning
34. Well-being, Mindfulness and Yarigai
35. Planetary Health
36. Cultural Competence and Humility
37. Future-Proofing the Student
38. Public Health in Health Professions Education

SECTION 5 Assessment—The ‘Measure’ of Learning
39. Concepts in Assessment Including Standard Setting
40. Written Assessments
41. Performance and Workplace Assessment
42. Portfolios, Projects and Theses
43. Assessment as Learning
44. The Assessment of Attitudes and Professionalism
45. Programmatic Assessment

SECTION 6 Staff—The ‘Who’ of Teaching and Learning
46. The Roles of the Teacher in Health Professions Education
47. Teacher Evaluation
48. The Teacher as a Scholar
49. Faculty Development
50. Mentoring in Health Professions Education
51. Faculty Well-being, Burnout and Stress

SECTION 7 Students
52. Selection of Students and Trainees
53. The Student as Teacher
54. Working with Students with Learning Difficulties
55. Student Engagement in the Educational Process
56. Career Choice

SECTION 8 Patients
57. The Patient as Educator
58. The Patient as Assessor
59. The Patient as Curriculum Developer

SECTION 9 Education Management
60. Curriculum Evaluation
61. Medical Education Leadership
62. The Health Professions Teacher and Social Accountability
63. The Educational Learning Environment
64. Health Professions Education Research
65. Diversity, Equity and Inclusion in Medical Education
66. The Cost and Sustainability of Health Professions Education
67. Health Professions Education in Disrupted and Conflict Settings
68. Evidence-Informed Health Professions Education

John Dent, MMEd, MD, FHEA, FRCSEd, Honorary Reader in Postgraduate Medicine, School of Medicine, University of Dundee, Dundee, UK, Ronald M. Harden, OBE MD FRCP(Glas) FRCSEd FRCPC, Professor (Emeritus) Medical Education, University of Dundee, UK, Editor Medical Teacher, UK and Yvonne Steinert, PhD, Professor, Department of Family Medicine, McGill University, USA