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<p>List of Contributors vii</p> <p>Preface ix</p> <p>Acknowledgements xi</p> <p>1 Becoming a Better Teacher 1 <br /><i>Peter Cantillon</i></p> <p>2 Educational Theory: An Overview 7 <br /><i>Tim Dornan, Gerard J. Gormley, and Sarah Yardley</i></p> <p>3 Inquiry-based Learning 11 <br /><i>Inam Haq</i></p> <p>4 Course Design 15<br /><i>Deborah Gill</i></p> <p>5 Creating Educational Materials 19<br /><i>Vimmi Passi and Alan Dellow</i></p> <p>6 Creating a Safe and Effective Learning Environment 23<br /><i>Jeremy Webb</i></p> <p>7 Feedback in Medical Education: Skills for Improving Learner Performance 29<br /><i>Joan Sargeant and Karen Mann</i></p> <p>8 Small-Group Learning 33<br /><i>Gary D. Rogers and Peter M. Hamilton</i></p> <p>9 Lectures Lecturing and Learning 39<br /><i>Peter Cantillon</i></p> <p>10 Simulation in Healthcare Education 43<br /><i>Jean Ker and Ben Shippey</i></p> <p>11 Workplace Learning: Promoting Strengths Addressing Weaknesses 49<br /><i>Pim W. Teunissen and Walter Eppich</i></p> <p>12 Learner Supervision 53<br /><i>Ed Peile</i></p> <p>13 Formative Assessment 59<br /><i>Diana Wood</i></p> <p>14 Written Assessment 65<br /><i>Lambert W.T. Schuwirth and Cees P.M. van der Vleuten</i></p> <p>15 Skill-based Assessment 71<br /><i>Val Wass</i></p> <p>16 Work-based Assessment 77<br /><i>John Norcini and Eric Holmboe</i></p> <p>17 Quality Assurance of Assessments 81<br /><i>Celia Taylor</i></p> <p>18 Students in Difficulty 85<br /><i>Dason Evans and Jo Brown</i></p> <p>19 Teaching and Learning Professionalism 91<br /><i>Rachel Morris and Hilary Neve</i></p> <p>20 Social Media and Learning 97<br /><i>Natalie T. Lafferty and Annalisa Manca</i></p> <p>21 The Mindful Clinician-Teacher 105<br /><i>Stephen Liben</i></p> <p>22 Evaluation 109<br /><i>Jill Morrison</i></p> <p>Index 115</p>

<p> <b>Peter Cantillon,</b> Professor of Primary Care, Discipline of General Practice, School of Medicine, National University of Ireland, Galway, Ireland <p><b>Diana Wood,</b> Director of Medical Education and Clinical Dean, School of Clinical Medicine, University of Cambridge, Cambridge, UK <p><b>Sarah Yardley,</b> Consultant in Palliative Medicine, Central & North West London NHS Foundation Trust and Honorary Lecturer, Marie Curie Palliative Care Research Department, University College London, London, UK

<p> <i>ABC of Learning and Teaching in Medicine</i> is an invaluable resource for both novice and experienced medical teachers. It emphasises the teacher's role as a facilitator of learning rather than a transmitter of knowledge, and is designed to be practical and accessible not only to those new to the profession, but also to those who wish to keep abreast of developments in medical education. <p> Fully updated and revised, this new edition continues to provide an accessible account of the most important domains of medical education including educational design, assessment, feedback and evaluation. The succinct chapters contained in this ABC are designed to help new teachers learn to teach and for experienced teachers to become even better than they are. Four new chapters have been added covering topics such as social media; quality assurance of assessments; mindfulness and learner supervision. <p> Written by an expert editorial team with an international selection of authoritative contributors, this edition of <i>ABC of Learning and Teaching in Medicine</i> is an excellent introductory text for doctors and other health professionals starting out in their careers, as well as being an important reference for experienced educators.

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