How to teach : a handbook for clinicians / written and edited by Shirley Dobson ; written by Lesley Bromley, Michael Dobson.

Includes index.

Machine generated contents note: 1. Why good teachers are necessary -- Notes for Trainers -- Additional material: names -- Introduction to preparation and planning -- Three key words to remember -- 2. How to prepare efficiently: the essentials -- Your goal is to be an effective and inspiring teacher -- Six steps to preparation and planning -- Choosing the best teaching method -- Getting the timing right -- Preparing the room -- Notes for Trainers -- Additional material: memory and learning -- Additional material: preparing the room -- Sample slide set -- 3. How to prepare for a formal lecture: keeping your students interested and alert -- How to start: ways of gaining attention -- Holding attention and varying the stimulus -- Barriers to learning -- Planning hand-outs -- Being creative -- Notes for Trainers -- 4. How to prepare case studies for teaching -- Selecting and structuring the case presentation -- Telling the story -- Planning to lead the discussion -- Notes for Trainers -- Sample slide set --

5. How to prepare interactive teaching -- Interactive teaching: what, when, and why -- Interactive teaching: making a start -- A conversation -- Interactive teaching: preparing questions -- Interactive teaching in small groups -- Notes for Trainers -- Stage 1 -- Sample slide set -- Stage 2 -- Additional material: Bloom's taxonomy -- Sample slide set -- 6. How to prepare extra resources -- Choosing teaching resources and visual aids -- Visual aids in clinical teaching -- Drawing -- Pictures -- Clinical equipment -- Models -- Patients -- Slides -- Preparing good slides -- Slide design: dos and don'ts -- Flip charts -- Boards -- Chalk or whiteboards -- Interactive whiteboards -- Notes for Trainers -- Summary of Part 2: preparation and planning -- Introduction -- 7. Getting the message across -- Stance what you do with your body! -- Eyes how and why you maintain eye contact -- Voice using your voice to maximum effect -- The moment when you start -- Giving instructions -- Notes for Trainers -- Additional material: giving feedback --

8. Reinforcing the message: using extra resources -- Presenting with slides -- Checking the room -- Top tips! -- Mistakes to avoid -- What to do when the equipment fails -- Using flip charts -- Using interactive whiteboards -- Using visual aids -- Notes for Trainers -- 9. Simulators -- What do we mean by simulation and simulator? -- Features of a moderate to high-fidelity human simulator -- What are simulators used for? -- What can be learned through working in a simulator? -- Do the benefits to training outweigh the costs? -- The simulator team -- Running a session with the simulator -- The feedback -- Points for debate -- Notes for Trainers -- 10. Teaching a skill -- Introduction -- Planning to teach a skill -- Sample preparation for teaching a skill -- Starting your skills teaching session -- Understanding the skill -- Teaching the motor component -- Getting resources ready -- The four-stage approach to teaching a skill -- Next steps in learning skills -- Log books: records of training -- Notes for Trainers -- Additional material: using learning curves as an assessment tool --

11. How to deal with unexpected difficulties and find solutions -- Taking questions -- Leading a discussion -- Leading interactive teaching -- Difficulties with student behaviour -- Looking at pace to counteract boredom -- Notes for Trainers -- 12. How to evaluate and use feedback to improve your teaching -- Evaluating your teaching: yourself -- Learning styles -- Evaluating your teaching: with a friend paired observation -- Evaluating your teaching: using video for feedback -- How to observe and give feedback -- Evaluating your teaching: information from students -- Notes for Trainers -- 13. How to assess your students' progress -- Assessment in medical education -- Choosing assessment methods -- Writing and using multiple choice questions (MCQs) -- Notes for Trainers -- 14. How to evaluate a course, a conference, or an individual meeting -- Why evaluate courses? -- What needs evaluating? -- How will you do the evaluation? -- How will you get the evaluation forms back? -- Notes for Trainers -- Additional material: how to run and organize a course -- 15. Thinking about values in teaching -- The teacher -- The students -- Knowledge -- Notes for Trainers --

Appendix 1 Language issues in teaching and training -- A. Advice for native English speakers -- B. Teaching in a foreign language -- C. Working with a translator -- What you need to pack when you teach abroad a teacher's toolkit -- Appendix 2 Sample course programmes -- Sample education course programmes -- 1. A single lecture -- 2. A half-day course improving for specialist trainees -- 3. A one-day programme -- 4. A two-day workshop -- 5. The first week of a three-week education course -- Sample non-education course programme -- Appendix 3 Curriculum review -- Appendix 4 Sample hand-outs for trainers -- Hand-out 1 Planning and preparation -- Hand-out 2 Developing interactive teaching skills -- Hand-out 3 Developing MCQs -- Hand-out 4 Evaluating a course or education meeting.